{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,20]],"date-time":"2026-10-20T18:01:11Z","timestamp":1792519271272,"version":"4.5.0"},"reference-count":75,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2025,3,16]],"date-time":"2025-03-16T00:00:00Z","timestamp":1742083200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2025,5]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>Dyslexia is one of the most common language\u2010based learning disabilities. Teaching a second language (L2) to dyslexic students is still a contested issue among educators. Teachers' knowledge and beliefs about dyslexia play an important role in the successful inclusion of these students in L2 classrooms. The current study investigated the knowledge and beliefs of Turkish second language teachers (SLTs) about dyslexia. Data were collected from 150 participants using the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). The findings revealed that Turkish SLTs possess a moderate level of knowledge about dyslexia, with notable strengths in understanding the need for individualised instruction and rejecting common myths, such as the belief that dyslexia is linked to laziness or low intelligence. However, several misconceptions persist, including the belief that dyslexia primarily results from visual processing issues. Female teachers and those with less than 11\u2009years of teaching experience demonstrated significantly higher levels of knowledge. The study highlights the need for targeted professional development that builds on teachers' existing strengths while addressing areas of misunderstanding. Further research is recommended to explore the impact of teacher knowledge on dyslexic students' learning outcomes in L2 classrooms.<\/jats:p>","DOI":"10.1002\/dys.70005","type":"journal-article","created":{"date-parts":[[2025,3,16]],"date-time":"2025-03-16T23:08:47Z","timestamp":1742166527000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context"],"prefix":"10.1002","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5221-9483","authenticated-orcid":false,"given":"H. G\u00fclru","family":"Y\u00fcksel","sequence":"first","affiliation":[{"name":"Faculty of Education Y\u0131ld\u0131z Technical University  Istanbul Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9340-5485","authenticated-orcid":false,"given":"Emrah","family":"\u00d6zcan","sequence":"additional","affiliation":[{"name":"Faculty of Education Y\u0131ld\u0131z Technical University  Istanbul Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,3,16]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/10573569.2022.2052773"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1044\/2018_LSHSS\u2010DYSLC\u201018\u20100049"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.12984\/egeefd.453922"},{"key":"e_1_2_11_5_1","first-page":"717","article-title":"\u0130lkokul Ve Ortaokulda Disleksi Riski ta\u015f\u0131yan \u00f6\u011frencilerin oran\u0131 Ve Bazi Karakteristik \u00f6zellikleri [Students at Risk for Dyslexia in Primary and Secondary Schools, and Their Characteristics]","volume":"48","author":"Balc\u0131 E.","year":"2019","journal-title":"Milli E\u011fitim Dergisi [National Education Journal]"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.16986\/HUJE.2017027934"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.system.2012.05.001"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467\u20109817.2009.01419.x"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/10888438.2011.601434"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.16\u201004\u20100148"},{"key":"e_1_2_11_11_1","volume-title":"Teacher Cognition and Language Education: Research and Practice","author":"Borg S.","year":"2015"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.3102\/0013189x033008003"},{"key":"e_1_2_11_13_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881\u2010001\u20100007\u20100"},{"key":"e_1_2_11_14_1","doi-asserted-by":"publisher","DOI":"10.15388\/Verb.2011.2.4955"},{"key":"e_1_2_11_15_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949703000304"},{"key":"e_1_2_11_16_1","doi-asserted-by":"publisher","DOI":"10.1002\/(SICI)1099\u20100909(199703)3:1<27::AID\u2010DYS43>3.0.CO;2\u2010R"},{"key":"e_1_2_11_17_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540\u20104781.2010.01054.x"},{"key":"e_1_2_11_18_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF01026951"},{"key":"e_1_2_11_19_1","doi-asserted-by":"publisher","DOI":"10.54300\/122.311"},{"key":"e_1_2_11_20_1","doi-asserted-by":"publisher","DOI":"10.3102\/0013189x08331140"},{"issue":"1","key":"e_1_2_11_21_1","first-page":"20","article-title":"T\u00fcrk\u00e7e Ve s\u0131n\u0131f \u00f6\u011fretmenlerinin Okuma g\u00fc\u00e7l\u00fc\u011f\u00fcne ili\u015fkin Bilgileri Ve Okuma g\u00fc\u00e7l\u00fc\u011f\u00fc Olan \u00f6\u011frencileri Belirleyebilme d\u00fczeyleri [Turkish and Primary School Teachers' Knowledge About Reading Difficulties and Their Ability to Identify Students With Reading Difficulties]","volume":"1","author":"Do\u011fan B.","year":"2013","journal-title":"Okuma Yazma E\u011fitimi Ara\u015ft\u0131rmalar\u0131 [Research in Reading Writing Instruction]"},{"key":"e_1_2_11_22_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1008093232622"},{"key":"e_1_2_11_23_1","unstructured":"Elias R.2014.\u201cDyslexic Learners: An Investigation Into the Attitudes and Knowledge of Secondary School Teachers in New Zealand.\u201dMA diss. 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