Date

2-29-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sabina Branch

Keywords

Dyslexia, Phonological Awareness, Orton- Gillingham approach, Phonemic awareness, Early identification, Early intervention, Accommodations

Disciplines

Education | Special Education and Teaching

Abstract

This phenomenological study explore the experiences of 10 participants teaching at a North Texas alternative education center, focusing on identifying dyslexia characteristics. The research is grounded in self-efficacy theory and phonological deficit theory, which both contribute to understanding lifelong effects of reading difficulties, particularly dyslexia. Self-efficacy theory emphasizes task-specific beliefs, while phonological deficit theory underscores the importance of accurate letter sound representation for a strong alphabetic foundation. Employing a phenomenological approach, the study gathers participants' perceptions, employing a triangulation method for data collection through interviews, questionnaires, and document analysis. Data analysis followed Moustakas' modification of the Van Kaam method to identify common experiences. These common experiences concluded to the participants uncertainty regarding how to effectively support dyslexic students; stating they often relied on the campus special education teachers for guidance due to their limited training on dyslexia. The study suggests a need for an in-depth examination of current state dyslexia policies and a review of dyslexia courses in university preservice programs to address the identified research challenges. This examination would lead to the enhancement of educator’s knowledge base of dyslexia identification issues in alternative education centers, offering valuable insights for future research and policymakers.

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