Term

Spring 5-5-2016

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Dan Loritz

Secondary Advisor/Reader One

Rosie Rusch

Peer-Reviewer/Reader Two

Tracy Kenow

Abstract

This curriculum-based capstone provides educators with an in-depth review of how teachers are being trained to identify students with dyslexia. It can be used as a guide to the implementation of accommodations to help students with dyslexia be successful in the classroom. The research question for this capstone is: What is being done for students with dyslexia in our schools? A review of the literature included the definition dyslexia through misconceptions, diagnosis procedures and brain imaging techniques. Dyslexia is identified in the classroom through a person’s rights, the stigma associated with dyslexia and a teacher’s role in identification. The strategy section of the literature review goes over various strategies and accommodations put in place that are helpful for a student with dyslexia. The research method was designed find out what teachers already knew about dyslexia through a survey and a completion of observations and interviews to determine successful techniques in a specialized classroom. A compilation of this information was used to determine how teachers and school districts can improve dyslexia awareness and training in their schools. Several strategies and accommodations such as the Wilson-Reading program, Rave-O, Read Live, Learning Ally and Orton-Gillingham have proven to be successful. The outcome of this curriculum-based capstone has reviewed a current look into how schools are dealing with dyslexia and what they can do to improve.

Research Methodology

Action Research, Interview, Observation, Survey

Keywords

Literacy, Staff Development, Teachers/ Teaching, Dyslexia

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