ABSTRACT Dyslexia is a common learning disability affecting language processing and literacy acquisition. In China, although prevalence rates are comparable to Western countries, awareness among teachers remains limited. Teachers are key to the early identification and support of students with dyslexia, yet many feel unprepared or hold misconceptions about the condition. This quantitative survey included 909 mainstream primary and secondary school teachers from Guangdong Province, China. A structured questionnaire assessed teachers' knowledge of developmental dyslexia, attitudes toward affected students and self‐efficacy in supporting them. Teachers generally lacked sufficient knowledge of dyslexia and held notable misconceptions about its causes and interventions. Many expressed uncertainty about their ability to support students with dyslexia and showed ambivalent attitudes regarding these students' potential for improvement. Correlation and regression analyses indicated that teachers' knowledge and attitudes were significantly associated with and positively predicted their self‐efficacy in teaching students with dyslexia. These findings reveal significant gaps in teachers' knowledge and confidence related to dyslexia, which may hinder effective inclusive education. The results highlight the need for targeted teacher training and professional development to address misconceptions, foster positive attitudes and enhance self‐efficacy, ultimately improving support for students with dyslexia in mainstream classrooms.
Lu et al. (Sun,) studied this question.