PRE-SERVICE PRIMARY TEACHERS’ PERCEPTIONS AND KNOWLEDGE OF DYSLEXIA AND BASIC LANGUAGE CONCEPTS

Abstract

Abstract Sherman, Mary Kay, Pre-service primary teachers' perceptions and knowledge of dyslexia and basic language concepts (Doctor of Education in Executive Educational Leadership), May 2019. Houston Baptist University, Houston, Texas. Approximately 20% of students in the general education classroom have difficulty learning to read. Thus, elementary school teachers will encounter children with diagnosed or undiagnosed dyslexia in their general education classroom. Students with dyslexia may have trouble in the areas of reading, spelling, writing, and other language processing areas. Previous research suggests that early intervention with a systematic and explicit approach to learning is key to the academic success of children struggling with learning to read. For effective early intervention, it is imperative for elementary school teachers to understand what dyslexia is as well as have a working knowledge of concepts in the areas of phonology and phonemic awareness, phonics, fluency, comprehension, and morphology. The purpose of this qualitative research was to examine the perceptions and knowledge of dyslexia and basic language concepts of pre-service primary teachers. Thirty-seven pre-service primary teachers were surveyed to assess their level of knowledge in basic language concepts. A focus group of five pre-service primary teachers was formed to learn about their perceptions of dyslexia and if they felt prepared to work with students with dyslexia. Surveys indicated that pre-service primary teachers felt confident in their working knowledge of basic language concepts, however, their application of that knowledge was not as high with areas of morphology and syllable type awareness being low. Pre-service primary teachers admitted they did not feel ready to work with students with dyslexia but acknowledged they will have students with dyslexia in their classrooms. While research continues to progress, continued adjustments to pre-service primary teachers' education regarding dyslexia and how to address it in the classroom may improve early intervention and student learning in the primary years. Implications and thoughts for future studies are addressed. Keywords: Basic Language Concepts, Dyslexia, Pre-service Teachers, Teacher Beliefs, Teacher Knowledge, Teacher Perceptions