An Assessment of the Level of Dyslexia Awareness, Among Primary School Teachers in Southern Part of Kaduna State, Nigeria

This study explores primary school teachers’ awareness, knowledge, and ability to identify dyslexia in Southern Kaduna, Nigeria, with particular focus on the role of teacher training. Anchored in Cognitive Load Theory, the study posits that without structured training, the cognitive burden of managing diverse learning needs impairs teachers' ability to accurately detect and support learners with dyslexia. A mixed-methods design was employed, comprising a structured survey administered to 250 randomly selected primary school teachers across public primary schools, complemented by two Focus Group Discussions (FGDs) to gain deeper qualitative insights. Quantitative data were analyzed using descriptive statistics, regression analysis, and independent sample t-tests, while qualitative data were examined through thematic analysis. Findings revealed a moderate to high level of awareness of dyslexia among teachers, though significant knowledge gaps persist, particularly regarding symptom differentiation and intervention strategies. Regression results indicated a strong, statistically significant relationship between teacher training and dyslexia identification ability (R² = 0.555, p < 0.001). Teachers with formal training demonstrated greater competence and confidence in identifying dyslexic learners. However, qualitative findings showed that the lack of diagnostic tools, large class sizes, and community stigma remain barriers to effective support. The study concludes that while some foundational awareness of dyslexia exists, it is insufficient without targeted professional development and institutional support. Teachers often feel underprepared due to the absence of dyslexia-specific training in both pre-service and in-service programs. It is recommended that educational authorities integrate dyslexia-focused content into teacher education curricula and provide schools with basic screening tools and access to special education experts. Awareness campaigns targeting parents and school administrators are also essential to reduce stigma and promote inclusive practices.