汕头大学医学院学报2025，Vol.38Issue(2)：102-108,7.DOI:10.13401/j.cnki.jsumc.2025.02.009
汕头市中小学教师对儿童阅读障碍的知信行现况及干预研究
Knowledge,attitudes,and practices on childhood dyslexia among primary and secondary school teachers in Shantou:current status and intervention study
冯飞 1杨岚茜 2贯力文 2顾倩菲 2黄燕虹2
作者信息
- 1. 深圳市康宁医院,广东 深圳 518118
- 2. 汕头大学精神卫生中心,广东 汕头 515065||汕头大学医学院—曼尼托巴大学医学院生物精神病学联合实验室,广东 汕头 515065
- 折叠
摘要
Abstract
Objective:To investigate the current knowledge,attitudes,and practices(KAP)of primary and secondary school teachers in Shantou regarding children's dyslexia,analyze related influencing factors,and evaluate the effectiveness of comprehensive interventions in improving teachers' KAP levels.Methods:A three-stage mixed-methods research design was adopted.Stage 1(Cross-sectional Survey):Using stratified random sampling,491 teachers in Shantou were selected from March to June 2023 to complete a KAP questionnaire on dyslexia.Multiple linear regression was used to analyze factors associated with KAP scores,and structural equation modeling(SEM)was employed to examine the relationships among knowledge,attitudes,and practices.Stage 2(Intervention Study):Cluster random sampling was applied to select 70 teachers from two schools in Stage 1 as the intervention group,receiving a three-month comprehensive intervention.Stage 3(Qualitative Study):Purposeful sampling was used to select 10 representative teachers from the intervention group for semi-structured interviews.Results:The cross-sectional survey revealed that the overall awareness rate of dyslexia among teachers was 74.9%,attitude acceptance exceeded 90.0%,and practice adoption ranged from 77.0%to 94.7%.Multiple linear regression showed that teachers who had received systematic training scored higher in knowledge(β=5.268).Older teachers and those with systematic training exhibited better practices(β=2.292).Non-core subject teachers scored significantly lower in practices than Chinese language teachers(β=-2.259).SEM path analysis indicated that knowledge had a direct effect on practices(effect size=0.543),with attitudes playing a partial mediating role(indirect effect size=0.058).Post-intervention,teachers' overall KAP scores and sub-dimension scores significantly improved(P<0.05).Qualitative research identified three key themes:(1)Insufficient attention from schools and society toward children with dyslexia,(2)Teachers exhibit strong willingness to intervene,and(3)Establishing a multi-stakeholder collaborative support system is crucial.Conclusion:While primary and secondary school teachers in Shantou have room for improvement in dyslexia awareness,they demonstrate strong intervention intentions.Comprehensive interventions effectively enhance teachers'KAP levels,with particular attention needed for non-core subject teachers and younger teachers.关键词
阅读障碍/知信行模式/中小学教师/干预研究Key words
dyslexia/knowledge,attitude,and practice/primary and secondary school teachers/intervention research分类
医药卫生引用本文复制引用
冯飞,杨岚茜,贯力文,顾倩菲,黄燕虹..汕头市中小学教师对儿童阅读障碍的知信行现况及干预研究[J].汕头大学医学院学报,2025,38(2):102-108,7.
