UNIDENTIFICATION OF THE DYSLEXIC SCHOLAR: EXAMINING TEACHERS’ KNOWLEDGE OF DYSLEXIA IN EFFORTS TO IMPROVE DYSLEXIA REFERRAL AND EVALUATION PRACTICES

Abstract

In this study, the researcher used the quantitative descriptive methodology to explore and more clearly describe teachers’ knowledge of dyslexia to improve dyslexia referral and evaluation practices for students on at-risk campuses. The purpose of this quantitative study was to determine what English-language arts teachers who teach kindergarten, first grade, and second grade know about dyslexia to support 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 primary teachers who teach kindergarten, first grade, and second grade in a large suburban district in Southeast Texas on four campuses. There were 24 participants in the study. In the first part of the survey, participants completed the demographic questions. In the second part of the survey, the teachers rated their knowledge of dyslexia. The third part of the survey was used to rank the most effective ways teachers can learn about dyslexia in professional development sessions. The researcher used the information obtained from the three-part survey to better understand what educators know about dyslexia. Based on the participants’ responses in the study, teachers want more professional development sessions that provide them with information on dyslexia referral and identification practices. If teachers thoroughly understood the dyslexia identification and referral practices, this would improve teachers’ pedagogical practices, it would support improving dyslexia identification efforts, and improve educational outcomes for students with dyslexia.