The teachers were asked to answer a questionnaire which included 37 questions regarding their approach in reading instruction in general and for students with reading difficulties, the frequency and nature of reading disabilities in their class, general practice of diagnosis and how much special education students with reading disabilities receive.
Spurningalisti kennara samanstóð af 37 spurningum sem fjölluðu um lestrarkennslu almennt, tíðni og eðli lestrarerfiðleika barna í þeirra bekk, vinnulag við greiningar, skipulag kennslu og magn viðbótarkennslu (sérkennslu) nemenda með lestrarerfiðleika.