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Dissertation/Thesis Abstract

Assigning Quality Homework to Dyslexic Students: A Mixed-Methods Phenomenological Study of Teachers
by Bridges, Sonya, Ed.D., Mississippi College, 2020, 172; 28255788
Abstract (Summary)

This mixed-methods phenomenological study explored teacher perception and thephenomenon of general education teachers’ lived experiences regarding the intricacies involved with assigning homework to diagnosed dyslexic students. Seven third and fourth grade general education teachers gave their perceptions, strategies, and experiences of assigning homework to diagnosed dyslexic students. Their responses helped draw conclusions regarding the importance of homework as well as possible improvements of teaching methods for dyslexic students. Thecollected data were analyzed both qualitative and quantitatively. The qualitative findings suggested important themes in participant responses including their definition of quality homework, parental involvement, grading methods, time allotted, constructive feedback, and more. The quantitative findings leaned toward significant differences in scores between face-to- face groups and virtual groups, highlighting the need for improvements in virtual instruction. The findings provide key information about homework as well as provide potential implementations aimed at improving positive effects that homework can have on dyslexic students taking part in inclusionary education.

Indexing (document details)
Advisor: Stevenson, Ruthie S.
Commitee: Stafford, Jennifer F., Longino, Jamilliah B., Clark, Wanda L.
School: Mississippi College
Department: Educational Leadership
School Location: United States -- Mississippi
Source: DAI-A 82/9(E), Dissertation Abstracts International
Subjects: Educational leadership, Teacher education, Educational administration, Educational technology, Elementary education
Keywords: Dyslexia, Homework, Teacher perception, Virtual learning, Dyslexic students, Inclusionary education
Publication Number: 28255788
ISBN: 9798597067704
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