Dissertation/Thesis Abstract

Online Professional Development for College Faculty to Support Dyslexic Students: A Multiple Case Study
by Kerl, Mary Ann, Ed.D., Northcentral University, 2018, 170; 10975404
Abstract (Summary)

The topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model.

The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants’ responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing.

Indexing (document details)
Advisor: Adams, Candace
Commitee: Riggle, Andrew
School: Northcentral University
Department: Education
School Location: United States -- California
Source: DAI-A 80/03(E), Dissertation Abstracts International
Subjects: Disability studies, Adult education, Teacher education
Keywords: College composition faculty, College dyslexic students, Dyslexia, Higher education, Online professional development, Writing strategies
Publication Number: 10975404
ISBN: 978-0-438-64827-2
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