Myths and Realities: Teachers’ Knowledge of Dyslexia in Ghanaian Basic Schools

Accurate teacher knowledge is central to the early identification and support of learners with dyslexia. Although Ghana’s Inclusive Education Policy recognises learner diversity, limited evidence exists on how well teachers distinguish evidence-based understandings of dyslexia from persistent misconceptions. Drawing on attribution theory, this study examined Ghanaian basic school teachers’ knowledge of dyslexia and the myths that continue to shape their explanations of reading difficulties. A descriptive cross-sectional survey was conducted among 157 in-service basic school teachers from four regions of Ghana. Data were collected using a 20-item True/False questionnaire that assessed scientifically established concepts and commonly reported misconceptions about dyslexia. Responses were analysed using descriptive statistics to determine item-level accuracy, incorrect responses, and areas of uncertainty. Teachers demonstrated relatively strong knowledge of several evidence-based aspects of dyslexia, including phonological awareness instruction, multisensory teaching, early identification, and assistive technology. However, misconceptions remained evident. Many participants endorsed the belief that dyslexia is primarily a visual problem, while others were uncertain about coloured overlays, intelligence profiles, genetic risk, and policy recognition. These findings suggest that accurate knowledge and misconceptions coexist within teachers’ understanding of dyslexia, rather than representing two separate groups of teachers. Improving teacher knowledge requires more than raising general awareness. Professional learning should explicitly challenge inaccurate explanatory beliefs while strengthening teachers’ understanding of the language-based nature of dyslexia and evidence-informed instructional approaches. The study contributes Ghanaian evidence to debates on teacher preparation for inclusive literacy education.