“All children are reachable”: an exploration of teachers’ differing inclusive attitudes, self-efficacy, and pedagogical approaches to supporting children with reading difficulties and/or dyslexia, and Lesson Study as a method of supporting mainstream primary school teachers.

Abstract

Background

A strong body of evidence demonstrates links between teachers’ self-efficacy (TSE), their inclusive attitudes, and their ability to create supportive learning environments for children with Special Educational Needs and Disabilities (SEND). Further, there is continued debate between researchers over the appropriate instruction of reading. Concurrently, a significant proportion of UK pupils struggle to meet minimum reading standards (Ofsted, 2022). There is a need to better understand how teachers can be supported to create inclusive and appropriately adapted learning environments for children with reading difficulties and/or dyslexia. Achieving a broad understanding of teachers’ inclusive attitudes and self-efficacy when teaching children with reading difficulties and dyslexia, along with their knowledge of appropriate pedagogical approaches, may guide Educational Psychologists (EPs) to support in this area. Lesson Study (LS) is a model of teacher professional development originating in Japan (Norwich & Ylonen, 2015). In the UK, LS has been used as a form of dynamic assessment (DA) to understand child difficulty. It enters a tradition of group problem-solving, while also allowing EPs access to the classroom. Currently, there is a lack of research into EP-facilitated LS, supporting teachers of children with reading difficulties.

Methods

This research benefits from a mixed-methods approach across two interlinked phases. In phase one, primary school teachers (n=144) returned surveys exploring TSE, inclusive attitudes, and proposed pedagogies for fictional children with reading difficulties or dyslexia, described in vignettes. Teachers’ attitudes were measured using attribution theory, as a theoretical framework. Quantitative measurements of TSE, attributions, ratings of pedagogy, and understanding of needs were triangulated with qualitative data in phase one. In phase two, five LS groups were recruited including primary school teachers (n=10). Case studies were conducted to consider the impact of LS upon teachers’ attitudes and approaches. Both phases were brought together to explore TSE, inclusive attitudes and proposed pedagogy when supporting children with reading difficulties and/or dyslexia. The impact of the label of dyslexia upon teachers’ attitudes and approaches was evaluated across both phases.

Findings

Phase one showed that teachers held relatively neutral attributions towards children with reading difficulties and dyslexia. Participants varied in the pedagogical approaches they considered to support children with reading difficulties and dyslexia. Teachers often advocated further external assessment to understand the children described in vignettes, alongside a range of small group or 1:1 interventions. Other participants appeared confident that they could meet needs themselves within the classroom, and through a range of adaptations to their own teaching.

Phase two showed that LS positively impacted measurements of TSE, inclusive attitudes, and brought changes to pedagogy. Teachers moved from focusing on word-level difficulties and specific cognitive difficulties, to a holistic understanding of child strengths, difficulties and how these could be supported within the classroom. The label of dyslexia was impactful across the study with a negative effect on attitudes in phase one; it was seen to bring confusion and carried low utility in explaining child needs in phase two. Overall, teachers felt that provision useful for children with dyslexia could be delivered within a well-planned and considered classroom provision.

Implications for EPs

This study provides a point of departure for EPs to consider using LS in supporting children who are struggling with reading, by working collaboratively with school staff. This research shows the possibility of EPs using consultation skills alongside knowledge of learning and reading acquisition, to contribute to collaborative planning and reviewing of classroom practice. This research shows the need for psychologists to work collaboratively with teachers to support their self-efficacy and build an internal locus of control for supporting learning difficulties in the classroom.