Conflicting Understandings of Dyslexia: Perspectives and Experiences of Teachers and Dyslexia Specialists

• In Event: 42.052 - Negotiating Conflicting Frameworks to Reimagine Literacy, Language, and Dyslexia

Abstract

The voices of educators, who work with students labeled dyslexic, are absent in qualitative research. Our research addresses this gap with an interview study of 40 Texas elementary educators. Data collection and analysis revealed educators’ understandings and perspectives and revealed two starkly different voices. Classroom teachers had a strong sense of responsibility to provide meaningful instruction to meet the needs of all students, additionally identifying barriers which interfered with their work. In sharp contrast, dyslexia specialists expressed confidence in their instructional decisions working with students labeled dyslexic relying on specific programs which they received specific training on. This research contributes to the field by identifying the vast array of experiences, understandings, and perspectives of elementary educators regarding students with dyslexia.

Authors

• Natalie Sue Svrcek, The University of Texas - Austin

• Jo Worthy, The University of Texas - Austin

• Annie Daly-Lesch, The University of Texas - Austin

• Susan Tily, The University of Texas - Austin