Teacher Preparedness for Integrating Dyslexia Interventions in the General Education Classroom

Author

Eleanor PerkinsFollow

Date of Award

Spring 5-4-2023

Document Type

Undergraduate Thesis

Department

Education

First Advisor

Virginia Moore

Second Advisor

Sara Platt

Third Advisor

Diane Lowry

Relational Format

Dissertation/Thesis

Abstract

This thesis features a review of the body of literature surrounding teacher knowledge dyslexia and its interventions. Several studies show teachers (both preservice and inservice) do not have a strong understanding of neither the learning disability nor effective interventions for dyslexia. Students with dyslexia benefit from explicit and systematic teaching. The following lesson plans demonstrate how to lead both large- and small-groups using dyslexia-centered strategies as a general education teacher. The ten-day unit and accompanying intervention plans are designed to specifically accommodate the needs of students with dyslexia, though even students without dyslexia are known to benefit from systematic and explicit teaching. These lessons and the learning strategies that they feature can be integrated into any first grade classroom.

Comments

For access to materials cited in the written lesson plans please send requests to eleanoraperkins@gmail.com

Recommended Citation

Perkins, Eleanor, "Teacher Preparedness for Integrating Dyslexia Interventions in the General Education Classroom" (2023). Honors Theses. 2962.
https://egrove.olemiss.edu/hon_thesis/2962

Accessibility Status

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This work is licensed under a Creative Commons Attribution 4.0 International License.