Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Andrea Disque
Second Advisor
Jennifer L. Crawford
Abstract
The problem addressed in this study was the need to understand if teachers were prepared to provide instruction for students identified as at risk for dyslexia after the implementation of a dyslexia screener. Dyslexia legislation requiring screening for dyslexia has been passed in numerous states (National Center for Improving Literacy [NCIL], 2023), but studies have indicated teachers do not feel prepared to provide instruction for students identified as at risk for dyslexia (Jones et al., 2019; Shaywitz et al., 2007; Wadlington & Wadlington, 2005; Washburn et al., 2011). The purpose of this qualitative phenomenological study was to explore the experiences of public-school elementary teachers with providing instruction for students who have been identified as at risk for dyslexia after the implementation of dyslexia screening. The analysis of data collected through semistructured interviews revealed three themes: (a) frustration with training and lack of support for students identified as at risk for dyslexia, (b) confusion with components of recommended instruction for students identified as at risk for dyslexia, and (c) display of initiative to provide support and instruction for students identified as at risk for dyslexia. Findings of this study highlighted a need for change in educational policy for local school administrators, higher institutions of learning, and the creators of policy at the state government level.
Comment
Ed.D. Dissertation
Recommended Citation
Flannery, Laurie J. Ms, "An Exploration Of Elementary Teachers’ Experiences In Providing Instruction For Students Identified As At Risk For Dyslexia" (2025). Doctor of Education Program Dissertations. 58.
https://dune.une.edu/edu_diss/58
