Date of Award
12-16-2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Kent Layton
Second Advisor
William Kerns
Abstract
This mixed-methods study examined the knowledge base of 130 elementary classroom teachers for teaching reading to students at-risk for dyslexia. A multiple-choice knowledge survey included items situated in classroom contexts and assessed participants’ knowledge about the five components of reading including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Additionally, qualitative data were collected to better understand what is informing classroom teachers’ knowledge and practices for teaching reading to students at-risk for dyslexia. Overall, participants obtained the highest scores on the knowledge survey subscale involving fluency, vocabulary, and comprehension and the lowest subscale involving phonemic awareness and phonics. Mean percentages correct on the subscales ranged from 63-66% correct. In addition to formal sources of knowledge, professional development and collaboration were prominent in informing teachers’ knowledge and practices, suggesting that not only are teachers tapping into more informal sources of knowledge, but many of these knowledge sources had little impact on effectively developing their knowledge and practices for teaching reading to students at-risk for dyslexia.
Recommended Citation
McCaleb, Amanda, "Understanding Classroom Teachers' Knowledge and Practices for Teaching Reading to Students At-Risk for Dyslexia" (2020). Theses and Dissertations. 973.
https://research.ualr.edu/etd/973
