This case study was carried out with 137 primary school classroom teachers in Krehir provincial
center and with 100 prospective classroom teachers studying at Ahi Evran University Faculty of Education in the
fall semester of the 2007-2008 academic year. Questionnaire form was used in the research as the data collection
tool. It is demonstrated in this study that the classroom teachers and prospective classroom teachers who participated
in this research do not have the correct information on the nature of reading and writing disorders; but that they have
sufficient information on the problems encountered by students with reading and writing disorders; that they may
feel scared, upset, worried and insufficient besides the feeling of more responsible when they encounter such
students in their classes; that this causes the concern that it will slow down the educational process; that different
methods and techniques are thus required; that they have insufficient information on how to cope with these
difficulties though they possess the necessary equipment to identify such students; and that the education which they
get does not meet this requirement.
Key words: Learning difficulties, teaching reading and writing, classroom teachers, prospective classroom teachers.
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