The results of this study provide details of the experiences that teachers have in identifying and providing research-based interventions with students in kindergarten and first grade who have been identified as having characteristics of dyslexia. The training or education teachers have received to help identify and provide interventions is provided in this qualitative study. The goal of this study was to understand the teachers' experiences in identifying students with characteristics of dyslexia and providing research-based interventions. This study’s research question asked how teachers working with students in kindergarten through first grade describe their experiences in screening and implementing interventions for students with characteristics of dyslexia. This basic qualitative research study used one-on-one interviews and observations to understand the experiences of kindergarten and first-grade teachers. The teachers interviewed also included basic skills and special education teachers working with students in kindergarten and first grade. In all, 12 teachers from six different elementary school districts in the Northeast region of the United states actively work with students who have characteristics of dyslexia participated in this study. The qualitative research design utilized in this study was basic qualitative using a purposeful selection of kindergarten and first-grade teachers. The study included semi-structured open-ended questions. Common themes were coded and identified. The study’s results provided detailed descriptions of each teacher’s experiences in identifying, providing research-based interventions for, and training to help students with characteristics of dyslexia. Further research should include more participants from the Northeast region and other states to understand experiences of educators on a larger scale. In addition, future research of schools that have intensive programs for dyslexia would add to the understanding of the experiences of teachers working specifically with dyslexic students.
|Commitee:||Bertram, Carol, Mondell, Kathleen|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Keywords:||Dyslexia, Early identification, Intervention, Literacy difficulties, Teacher knowledge|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be