Preservice Teachers’ Understanding of Dyslexia in Relation to Effective Reading Instruction

All students are capable of learning and should be given the necessary tools they need to succeed.  My belief in this fundamental concept led me to the Master of Special Education (MEDS) program at Vancouver Island University.  One of my personal and professional goals is to provide a better quality of instruction for all students and to inspire educators to see new or different perspectives on existing teaching practices.

Influenced by my passion for educating students with dyslexia, I researched literature suggesting that many educators continue to believe misconceptions and myths about dyslexia.  The literature has also indicated that preservice teachers are not being adequately prepared to recognize dyslexia within the context of an inclusive classroom or provide effective reading instruction.  Curious about how preservice teachers are being prepared for the inclusive classroom, I decided to research preservice teachers’ understanding of dyslexia in relation to effective reading instruction. 

My qualitative research study uses a case study approach to gain valuable insight into preservice teachers’ experiences and perceptions about dyslexia.  Four participants were interviewed over the course of two semesters using a semi-structured format.  Preliminary data has indicated that many participants share similar beliefs surrounding dyslexia and many unexpected findings continue to surface.  The aim of my study is to help preservice teachers understand the importance of this area of special education to promote a further inclusive environment that enables all students to reach their potential.  This research may also contribute to the advancement of knowledge by providing feedback for the standards of university undergraduate education programs at higher-level institutions.

Are you curious about dyslexia?  Perhaps you are looking for some classroom strategies to support students with dyslexia?  Are you wondering about the process and application to the Research Ethics Board?  Please, don’t hesitate to ask me anything!

4 thoughts on “Preservice Teachers’ Understanding of Dyslexia in Relation to Effective Reading Instruction

  1. Hello Kimberly. Your topic is very intriguing and I think it is a much-needed topic to study. Dyslexia was only touched on in my teacher training. Do you have experience working with students who have dyslexia? Do you know any teachers who have dyslexia? It would be interesting to get their perspectives. I agree with you about how important it is to work towards helping students to reach their full potential in school and that good inclusion practices are important. My project relates to yours as I researched teachers’ concerns about inclusion of students with disabilities, including dyslexia. I am also creating a course for educators that provides strategies to create greater inclusion. One resource that I include in my course is Understood.org. It has a section on dyslexia and has some case studies – see understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/what-is-dyslexia. As well, you may be interested in the dyslexia and learning problem simulations they have created – see https://www.understood.org/en/learning-thinking-differences/understanding-childs-challenges/through-your-childs-eyes?_ul=1*p2rqa7*domain_userid*YW1wLTlYbkdMcWd3aEFvdkNVQ3hwWGtZeVE. I wonder if a person with dyslexia would agree with the effect of the simulations. Even if they aren’t entirely accurate, I guess they give the user some sense of what it may be like which may help to develop more empathy for those who have learning problems. Thank you for investigating this. Great job!

    1. Hi Melissa,
      Than you for reaching out! I agree with you. I had only a limited amount of information on dyslexia in my teacher training program. Yes, I do have experience teaching students with dyslexia in a private setting. I worked at a school that specialized in teaching students with dyslexia and language-based learning challenges. Each student in the school had an IEP and each student came with their own set of abilities. There is one participant in my study who is dyslexic and I am interested in the analyze section in relation to their understanding of dyslexia and effective reading instruction. I absolutely love this quote in your video and it is very influential. “One should not make assumptions about what someone can and can not do.” The course you have created will be a very powerful tool to support teachers with inclusion. Thank you for the suggested online resource. I will check it out. Take care!

  2. Great topic! Dyslexia does not get the spotlight it deserves. How do we go about getting kids in K-2 tested with something like the Shaywitz DyslexiaScreen? I’ve only officially taught 3 kids with dyslexia in 10 years yet it’s supposed to effect 1 in 5 kids.

    1. Thanks Jake! You bring up a very good point. Dyslexia is a spectrum and many students are able to implement their own strategies such as memorization early on. This could account for many students flying under the radar until grade 3 or 4. Typically, students don’t get a psycho-educational assessment until Grade 4 but this also depends on school district. I am a firm believer in early intervention and remediation. I agree with you. A screener such as the Shaywitz Dyslexia Screen would be a helpful tool for early intervention. That being said, each district would have to purchase a license and have someone trained to administer the test. Nevertheless, it can be an important tool to help flag students as early as possible.

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