Date of Award

Fall 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Julie Omodio-Griess

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Lisa A. Coscia

Abstract

This study explored the perspectives that teachers in Florida have about dyslexia. Researchers have found that many classroom teachers may not feel prepared to provide support for students with dyslexia. The research problem addressed in this study was to discover the degree to which teachers’ perceptions align with the misconceptions about dyslexia. A quantitative, nonexperimental research design was used to address the study’s topic using a survey adapted from an existing, standardized research instrument. Descriptive and inferential statistical techniques were used to analyze study data from 30 participants. A series of between-subjects tests of statistical significance were conducted to evaluate the effect that participant demographic variables exert upon their level of agreement with the statements represented on the study’s research instrument. Participants working in the field for over 10 years were better able to identify true and false statements, but a large percentage of respondents answered with uncertainty for many of the statements. For the true statements on the study’s research instrument, the independent variable of dyslexia training status was the only independent variable to reflect a statistically significant effect favoring participants who had received prior dyslexia training. The findings achieved in the current study reinforced the impact that formal training about dyslexia has on educators. From the findings, teachers with under 10 years of experience appear to need more specific training on dyslexia. The high percentage of uncertain responses to many of the items in the survey appears indicative of the need for enhanced, quality training on dyslexia for teachers.

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