Abstract
The purpose of the present research was to measure teachers’ knowledge about dyslexia in mainstream schools of Akmola region in Kazakhstan and to analyse if there is any relationship between teachers’ knowledge of dyslexia and their training experiences. The data was collected via an online survey with the use of the Scale of Knowledge and Beliefs about Developmental Dyslexia (Soriano-Ferrer & Echegaray-Bengoa, 2014). Overall, 1435 teachers participated in the survey. The research revealed that surveyed teachers have limited knowledge about dyslexia across three layers: neurological, cognitive and behavioural. Cross-tabulation analysis showed that there is no relationship between teachers’ knowledge of dyslexia and their training experiences. These findings highlight a high need for quality training on dyslexia for teachers in Kazakhstan.