Date of Conferral

5-2-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine Garlough

Abstract

The problem investigated in this study was that, despite professional development (PD) training, elementary teachers at a school district in the western United States are challenged in instructing students with dyslexia. The purpose of this basic qualitative study was to investigate teachers’ perceptions of the challenges of instructing students with dyslexia and recommendations to improve teacher training to work with students with dyslexia in the study school district. Guskey’s model of the five critical levels of PD evaluation theory informed this study. The research questions explored elementary teachers’ perceptions of the challenges of instructing students with dyslexia and recommendations for improved teacher training. Data were collected via semistructured interviews with seven general and special education teacher participants who met the criteria of (a) instructing students with dyslexia and (b) participating in dyslexia PD. Data analysis involved using open coding to identify codes, categories, and themes. The emergent themes were (a) the absence of a district process for identifying students with dyslexia; (b) instructional support, materials, and resources to meet the needs of students with dyslexia; and (c) systemic PD focusing on dyslexia and students’ instructional needs for elementary teachers working with students with dyslexia. A white paper project was created to educate stakeholders on the study findings, provide recommendations, and propose actions for consideration to meet the needs of students with dyslexia. This study may have implications for positive social change by strengthening stakeholders’ understanding of teacher needs related to teaching students with dyslexia, which could result in increased reading achievement for students with dyslexia.

Download

Share

 
COinS