Teachers play an essential role in the achievement and progress of students with dyslexia, and understanding teachers' knowledge and perceptions of dyslexia is vital. The purpose of this research was to examine secondary school teachers' perceptions regarding dyslexia and whether their perceptions differed by gender, age qualification, and…

This study explored the perspectives that teachers in Florida have about dyslexia. Researchers have found that many classroom teachers may not feel prepared to provide support for students with dyslexia. The research problem addressed in this study was to discover the degree to which teachers' perceptions align with the misconceptions about…

The problem addressed in this study was that many parents cannot identify their children's early signs of developmental dyslexia, potentially causing academic and social-emotional issues into adulthood as well as delays in reading and writing development. The purpose of this qualitative generic study was to identify what parents perceive as their…

The purpose of this study was to assess school psychologists' knowledge of dyslexia interventions and basic language constructs. Participants' total levels of knowledge from these two areas were examined to determine if significant differences in dyslexia knowledge and definitional knowledge related to degree level, taking a graduate literacy…

Within the last five years, more than two-thirds of the United States have passed state laws specific to dyslexia, yet there is very limited empirical research that investigates the voices of parents and/or caregivers (Woodcock, 2020). While the science of reading is at the forefront of conversation in education and legislation in Florida and…

The problem investigated in this study was that, despite professional development (PD) training, elementary teachers at a school district in the western United States are challenged in instructing students with dyslexia. The purpose of this basic qualitative study was to investigate teachers' perceptions of the challenges of instructing students…

Students who are considered "Stealth Dyslexics" may use their gifts and talents to mask their disability until the time comes when the rigor of academics peels away the mask and students are identified in middle or high school with dyslexia or reading difficulties. The primary aim of this mixed methods study was to investigate a reading…

Audiovisual (AV) integration, identified as a pivotal factor in comprehending speech in noisy environments, is a complex phenomenon. Understanding speech perception, even within a single modality, presents various nuances due to language specificity. When consolidating information from multiple modalities, it is imperative to understand how the…

This quantitative methods study aimed to explore the perceptions of the general and special education teachers' knowledge and beliefs about dyslexia. Also, this study investigated the differences between general and special education teachers' perceptions of knowledge and beliefs about dyslexia with their education level and special education…

The purpose of this study is to investigate the lived experiences of three students who have received Structured Literacy instruction in a Dyslexia Lab while delivered through remote learning or face-to-face. It addresses the following question: In a Dyslexia Lab where teachers have used Structured Literacy in both virtual and face-to-face…

The purpose of this qualitative descriptive study was to explore how educators in the United States described their pedagogical approaches to teaching reading to children with dyslexia. This study used Ajzen's theory of planned behavior (TPB) as its foundation. Three research questions regarding how U.S. educators describe their pedagogical…

Although Black students are overrepresented in the special education (SPED) population within the educational system in the United States, the number of Black students identified with dyslexia can be concluded to be significantly lower (Annamma et al., 2018; Farkas et al., 2020; Sullivan & Bal, 2013). With experts positing that dyslexia…

The purpose of this quantitative causal-comparative study is to examine differences in structured literacy knowledge between dyslexia interventionists at the therapy level, the teaching or practitioner level and dyslexia interventionists with training with fewer requirements than the aforementioned. Reading scores across the United States continue…

This dissertation investigated the efficacy of an eight-week dysgraphia intervention, created to address dyslexic dysgraphia and motor dysgraphia. Following multiple case study and mixed-methods designs, the researcher quantitatively assessed the copying fluency and compositional fluency for three high school male participants prior to and after…

Background: Children with reading difficulty exhibit deficits in multiple cognitive areas (e.g., language skills, working memory, processing speed). Therefore, evaluation of reading difficulty typically includes assessment of both academic functioning and general intelligence (IQ). Although the IQ construct is considered robust in the general…