Abstract
This exploratory research investigates knowledge and beliefs about developmental dyslexia (DD) among public primary school teachers in Saudi Arabia. We explored links between several teacher‐related socio‐demographic variables (e.g., gender, teaching experience, self‐evaluation of teaching children with DD) and knowledge and beliefs about DD. Saudi public primary school teachers (n = 136) completed an online survey that included the knowledge and beliefs about developmental dyslexia scale (KBDDS). The results indicated that KBDDS scores were significantly associated with teaching experience, DD training, and self‐evaluation of teaching children with DD. We address limitations of the current research, note directions for future research, and discuss implications of these results for teacher training and professional development, with special attention to Saudi public primary education.