Document Type
Dissertation
Publication Date
Spring 5-2025
Abstract
The purpose of this qualitative case study was to investigate kindergarten through third grade teachers’ understanding of dyslexia and their preparedness to teach students with potential dyslexia, including ESOL students in a city school district by using questionnaires and focus groups. This study yielded three main findings: (a) teachers define dyslexia using similar terms and wording, but do not use a formal definition; (b) continuous opportunities for targeted professional development is crucial to understanding potential dyslexia in students, including ESOL students; (c) tailored supports, interventions, and screenings are paramount to ensure preparation of teachers to have effective instructional practices for students with dyslexia, including ESOL students.
Recommended Citation
Madden, Carrie, "Kindergarten Through Third-Grade Teachers’ Understanding of Dyslexia and Their Preparedness to Teach Students With Potential Dyslexia, Including English Speakers of Other Languages (ESOL) Students" (2025). Curriculum and Instruction (Ed.D.) Dissertations. 9.
https://kb.gcsu.edu/curriculumedd/9
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons, Language and Literacy Education Commons
