[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598353-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598353-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","undergraduate-and-graduate-students-beliefs-about-dyslexia-implications-for-initial-foreign-language-teacher-education","Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education","","Study explores undergraduate and graduate students’ beliefs about dyslexia in the Department of English Language and Literature at the University of Sarajevo and examines implications for initial foreign language teacher education. Using a convergent parallel mixed methods design, the research applies questionnaires for quantitative belief data and group interviews for qualitative insights. Results show both student groups share a similar level of misconceptions, and 96.03% report needing more training. Themes include teacher beliefs and attitudes, teaching practices, and teacher preparation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/undergraduate-and-graduate-students-beliefs-about-dyslexia-implications-for-initial-foreign-language-teacher-education/598353/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/undergraduate-and-graduate-students-beliefs-about-dyslexia-implications-for-initial-foreign-language-teacher-education/598353.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To explore undergraduate and graduate students’ beliefs about dyslexia and determine implications for initial foreign language teacher education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which research method was used to collect data?",{"text":68,"@type":64},"A convergent parallel mixed methods design: a questionnaire for quantitative belief data and a group interview for qualitative findings.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results show about students’ misconceptions and training needs?",{"text":72,"@type":64},"Undergraduate and graduate students have an almost equal number of misconceptions, and 96.03% indicate they need more training to teach learners with dyslexia or other specific learning difficulties.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598353,1792190353,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","DOI: [https://doi.org/10.26529/cepsj.1432](https://doi.org/10.26529/cepsj.1432)  \nUndergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education  \nAlma Žero*1 and Karmen Pižorn2  \n• The purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students’ beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) teacher beliefs and attitudes,(2) teaching practices, and (3) teacher preparation, which also reflect the main areas of undergraduate and graduate students’ concerns in teaching students with dyslexia and other specific learning difficulties.  \nKeywords: dyslexia, foreign language learning and teaching, inclusive education, initial teacher education, specific learning difficulties  \n1 *Corresponding Author. Faculty of Philosophy, University of Sarajevo, Bosnia and Herzegovina; [zero.alma@gmail.com](zero.alma@gmail.com).  \n2 Faculty of Education, University of Ljubljana, Slovenia.  \nPrepričanja dodiplomskih in magistrskih študentovglede disleksije: posledice za začetno izobraževanjeučiteljev tujih jezikov  \nAlma Žero in Karmen Pižorn  \n• Namen te študije je bil raziskati prepričanja dodiplomskih in magistrskih študentov o disleksiji na Oddelku za angleški jezik in književnost Univerze v Sarajevu (Bosna in Hercegovina) ter poznejše posledice zazačetno izobraževanje učiteljev tujih jezikov. Študija sledi zasnovi paralelnega modela kombiniranega raziskovalnega pristopa. Z vprašalnikomsmo zbrali kvantitativne podatke o prepričanjih študentov o disleksiji in upoštevali morebitne razlike na različnih stopnjah študija. Skupinski intervju pa je bil uporabljen za zbiranje kvalitativnih ugotovitev za nadaljnjo obravnavo o disleksiji in drugih specifičnih učnih težavahznotraj začetnega izobraževanja učiteljev. Izsledki so pokazali, da imajo dodiplomski in magistrski študentje skoraj enako število napačnih predstav o disleksiji, pri čemer večina (96,03 %) trdi, da potrebujejo več usposabljanja za poučevanje študentov z disleksijo ali drugimi specifičnimi učnimi težavami. Poleg tega študija sledi nastajajočemu okviru ssklicevanjem na tri glavne teme: 1) prepričanja in stališča učiteljev; 2) prakse poučevanja; 3) priprava učiteljev, kar sočasno odraža tudi glavna področja skrbi dodiplomskih in magistrskih študentov glede poučevanja učencev z disleksijo in drugimi specifičnimi učnimi težavami.  \nKljučne besede: disleksija, učenje in poučevanje tujih jezikov, inkluzivna pedagogika, začetno izobraževanje učiteljev, specifične učne težave  \nIntroduction  \nUnderpinned by the principles of inclusive pedagogy, inclusion values diversity and challenges all exclusionary policies and practices (Florian & Black-Hawkins, 2011). With UNESCO’s World Declaration on Education for All (1990) and the Salamanca Statement (1994), the international commitment to inclusive education is grounded in the human rights perspective and the notion that education is central to individual and collective well-being (UNICEF, 2012) . While the general consensus emphasises support for legislation and policy in widening acc","cbCaituJBPA0pMsg","https://ap.wps.com/l/cbCaituJBPA0pMsg","pdf",314746,27,"English","# Introduction\n## Inclusive pedagogy and policy context\n## Teacher preparation and beliefs\n## Study focus on dyslexia and SpLDs","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To explore undergraduate and graduate students’ beliefs about dyslexia and determine implications for initial foreign language teacher education.\"},{\"question\":\"Which research method was used to collect data?\",\"answer\":\"A convergent parallel mixed methods design: a questionnaire for quantitative belief data and a group interview for qualitative findings.\"},{\"question\":\"What do the results show about students’ misconceptions and training needs?\",\"answer\":\"Undergraduate and graduate students have an almost equal number of misconceptions, and 96.03% indicate they need more training to teach learners with dyslexia or other specific learning difficulties.\"}]","Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education | PDF",1792086770,68]