TEACHERS’ PERCEPTIONS OF KNOWLEDGE AND PROFESSIONAL DEVELOPMENT REGARDING RECOGNIZING CHARACTERISTICS OF DYSLEXIA IN STUDENTS IN THE GENERAL EDUCATION CLASSROOM

Abstract

Childers, Malissa, L., Teachers’ perceptions of knowledge and professional development regarding recognizing characteristics of dyslexia in students in the general education classroom. Doctor of Education (Educational Leadership) May 9, 2020, Houston Baptist University, Houston, Texas. Purpose The purpose of this phenomenological study was to describe the perceptions of English-Language Arts teachers in grades six through eight regarding their preparation and knowledge on recognizing students with characteristics of dyslexia in the general education classroom. The participants for this study were purposefully selected from the populations of English-Language Arts teachers in grades six through eight in a large suburban district in Southeast Texas on two separate campuses. Methodology In this descriptive study, the researcher used the qualitative phenomenological methodology to explore and more clearly describe the fundamental perceptions of teachers regarding knowledge and professional development related to recognizing characteristics of dyslexia in students. As participants shared their feelings by describing what they perceive and sense through their self-awareness and experiences, the researcher gained understanding and knowledge. A total of 30 participants addressed most questions on the survey and returned it to the researcher. All six of the focus group participants reported to the researcher regarding questions provided. Findings The findings were based on data collected from the electronic survey and transcripts from individual interviews. Each of the 30 participants completed the modified Dyslexia Knowledge Survey. At the end of the survey, each teacher had an opportunity to volunteer to participate in one of the six interviews that were conducted over the course of this study. The researcher analyzed data (reported in Chapter IV) from 30 participants who completed the online survey and 6 interview participants. Three themes emerged for each research question: reading, training, and support. Conclusions The results of this study can be used to inform teacher professional development workshop topics and the timing of the sessions. Personnel and interventions needed to support teachers working with dyslexic students is another use for the results of this study. Teachers, parents, administrators, and other school leaders can benefit from reading and applying the results from this study. KEY WORDS: Dyslexia, Phonology and Phonological Awareness, Simultaneous, Multisensory (VAKT), Phonemic awareness, Early identification, Early intervention, Lifelong Learning Disability, Orton- Gillingham approach, Inclusive classroom, Direct Instructions, Accommodations