Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Grace Lappin

Abstract

Dyslexia, a complex disorder affecting children's learning, is often misdiagnosed. When children with dyslexia are identified, teachers often lack the skills and resources to support them. This study was conducted because of a Southeastern state's dyslexia mandate, which requires early education teachers to have the knowledge to identify students at risk for dyslexia. This was a qualitative study, in which data were collected through in-depth interviews with educators working in grades K–2 in the local school district. Purposive sampling was used to select participants who are K–2 educators, have experience working with K–2 students, and were willing to offer their perspectives. The two research questions were used to examine the perspectives of K–2 educators regarding the challenges of identifying students at risk for dyslexia and resources needed to identify at-risk students in the local Southeastern state school district. The data were coded and categorized before the analysis could uncover recurring themes and patterns in the participants' responses. Thematic coding of interview data revealed three recurring themes for the first research question and four for the second. The data analysis revealed consistent patterns and themes aligned with the conceptual framework concerns-based adoption model. Semistructured Zoom interviews with 15 K–2 educators were conducted. The findings from this research revealed that the participants lack knowledge about what dyslexia is and are concerned about the resources needed to identify students with dyslexia. The findings also revealed the need for aiding educators in identifying and helping students at risk for dyslexia. The research findings may be used by educators to identify students by increasing their knowledge and promote social change.

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