Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sara Geary

Keywords

general education classroom teachers, dyslexia

Disciplines

Elementary Education

Abstract

This quantitative, predictive correlational study explored the relationship between teachers' knowledge of dyslexia and their literacy self-efficacy instruction in the general education classroom. The study is important because when a teacher is not confident in teaching literacy to this special-needs population, they are less likely to provide appropriate and effective interventions and accommodations. The sample of this study consisted of 111 public school general education teachers from multiple school districts across multiple states. A convenience sample of 111 participants was given two scales: Knowledge and Beliefs About Developmental Dyslexia (KBDDS) and the Teachers' Sense of Efficacy for Literacy Instruction (TSELIS). The data was collected digitally by Google Forms. A multiple linear regression was used to determine the predictive relationship among the three subscales of the Knowledge and Beliefs About Developmental Dyslexia and a teacher’s self-efficacy for literacy instruction. No statistically significant relationship was found between the criterion and predictor variables. Limitations of the study are discussed as well as implications of this study’s findings. Further studies incorporating current research on the knowledge of dyslexia, the simple view of reading, and explicit reading instruction are recommended.

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