Date of Conferral



Doctor of Education (Ed.D.)




Derek Schroll


AbstractResearchers have found that teachers do not always understand how to educate students with dyslexia. The research problem addressed in this study was this gap in knowledge leading to a gap in practice regarding teaching students with dyslexia. The purpose of this basic qualitative study was to examine how and if third-grade general education content area teachers were providing interventions and instruction to meet the needs of third-grade students with dyslexia. The fundamental intervention with the strongest causal model in improving phonological abilities and reading development is the Orton-Gillingham methodology, which served as the conceptual framework for this study. This study was conducted across eight school sites: five public schools and three private schools. The descriptive data were collected using semistructured interviews of nine third-grade teachers and were analyzed using initial, axial, and selective coding. The analyses of the interview data indicated that the word dyslexia was not widely used, students with dyslexia were not diagnosed, and implementation of Orton-Gillingham procedures and interventions were not used within the classroom. The results also showed that all nine teachers used many other techniques to help their struggling students succeed. In addition, the results indicated that all nine teachers lack understanding and training but hope to learn more in the future. This research may contribute to positive social change for educators who want to bring dyslexia awareness and change into their school atmosphere to help students with dyslexia succeed. The positive social implications could occur as educators understand dyslexia, causing more students with dyslexia to receive the interventions, accommodations, and instruction to match their learning needs.