Kana, FatihGecgel, HulusiBayraktar, Pinar2025-01-272025-01-2720232536-4758https://doi.org/10.16986/HUJE.2023.495https://search.trdizin.gov.tr/tr/yayin/detay/1278917https://hdl.handle.net/20.500.12428/24123The aim of the study is Turkish teachers' awareness of dyslexia and the difficulties experienced by dyslexic students in teaching Turkish. The study was carried out with the phenomenology pattern, which is one of the qualitative research methods. In the study, the opinions of 9 Turkish teachers who worked in public and private schools affiliated with the Ministry of National Education and who encountered students with dyslexia were taken. The analysis of the data collected using the semi-structured teacher interview form was carried out using the descriptive analysis approach used in the analysis of qualitative data. In order to ensure the validity and reliability of the study, an interview form was created, and the opinion of a doctor's lecturer and a teacher who has received training on dyslexia was sought. The data obtained through the Semi Dec Structured Teacher Interview Form were evaluated by another expert besides the researcher and a great deal of similarity was observed between the comments of the two evaluators. Turkish teachers' awareness of dyslexia is low according to the results of the study, and it is understood that Turkish teachers do not consider themselves fully adequate for the education of students with dyslexia. In addition, students with dyslexia have problems in reading, writing, speaking, and listening in Turkish language teaching. Many problems students with dyslexia will experience in the academic field also negatively affect their social life and future lives. Teachers also have a great influence on the ability of dyslexic students to be diagnosed early, reducing and eliminating problems that students will experience.eninfo:eu-repo/semantics/openAccessDyslexiareadingwritingspeakinglisteningArticle38330231610.16986/HUJE.2023.495N/AWOS:0010436053000012-s2.0-851665695771278917Q4