Dyslexia: Examining Educators' Understanding and Experiences in Providing Interventional Support

Problems surrounding dyslexia definition, identification, and remediation are complex. The purpose of this study was to examine kindergarten through second grade educators’ experiences in recognizing and remediating reading difficulties. Educators’ understanding of dyslexia and perceptions of effective identification and remediation serve to impact policy development, program selection, and effective instruction and intervention. This study aimed to establish recommendations for educators and administrators to support kindergarten through second grade students with phonological based reading difficulties, or dyslexia. Selecting phenomenological qualitative measures revealed educators’ experiences and clarified their understanding. Participants included generalist teachers and Title I reading teachers from a small, Midwestern public school district. Data collected through in-depth, semi-structured interviews, revealed three emergent themes: understanding reading difficulties, instructional strategies and intervention, and teacher education and support. Findings supported development of recommendations addressing dyslexia legislation and state guidance improving educator knowledge and understanding, and administrative and teacher leadership. Implications of this study include timeliness of recommendations backing recent legislation and improved supports for educators and their students who are experiencing reading difficulties. Classroom teachers and administration are essential to improving student achievement as they are responsible for recognizing deficiencies and providing instructional and interventional support.|Key words: dyslexia, reading difficulties, identification, instruction, intervention, leadership, teacher leadership

Grantor dc:publisher

Creighton University

Year dc:date.issued

2018

Author dc:creator

• Heet, Kathryn M.

Advisor dc:contributor.advisor

• Stine-Cheyne, Kelleen

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/118784

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/118784