Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
Action Research, Interview, Observation, Survey
Gibart, Brita Marie, "Teacher Training To Identify Students With Dyslexia. Implementation Of Accommodations To Help Students Be Successful" (2016). School of Education Student Capstone Theses and Dissertations. 4107.