It is estimated that 10% of the world's population are dyslexic, and the ratio of dyslexia may be up to 20% in some countries. Considering this rate and the challenges that many dyslexic learners face when learning a foreign language in the classroom, it is crucial for language teachers to be aware of such challenges. Through an online questionnaire, this study seeks to understand whether English language teachers in Türkiye are well prepared to meet the particular educational needs of dyslexic language learners by implementing effective inclusive teaching methods. Descriptive statistics were used to analyse the data. Findings indicate that many English language teachers are not prepared enough to teach students with dyslexia. To overcome the difficulties experienced, teacher education programmes may be enhanced with additional activities and strategies to prepare novice teachers, while the teachers in the field are supported with more in‐service teacher training education such as seminars, webinars and workshops given by experts to increase their awareness of the needs of dyslexic language learners.

中文翻译：

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土耳其英语教师对诵读困难的认识

据估计，世界上有10%的人口患有阅读障碍，在一些国家阅读障碍的比例可能高达20%。考虑到这一比例以及许多诵读困难学习者在课堂上学习外语时面临的挑战，语言教师意识到这些挑战至关重要。通过在线调查问卷，本研究旨在了解土耳其的英语教师是否做好了充分准备，通过实施有效的包容性教学方法来满足阅读障碍语言学习者的特殊教育需求。使用描述性统计来分析数据。调查结果表明，许多英语教师没有做好足够的准备来教授有阅读障碍的学生。为了克服所遇到的困难，可以通过额外的活动和策略来加强教师教育计划，以培养新教师，同时为该领域的教师提供更多在职教师培训教育的支持，例如由专家举办的研讨会、网络研讨会和讲习班，以提高教师的能力。他们对阅读困难的语言学习者的需求的认识。