Don't Be Afraid to Say Dyslexia! Understanding How to Contextualize Dyslexia Within Teacher Preparation Programs

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Deepening Teacher Learning Through Contextualization, Placement, and High-Impact Practices

Abstract

Dyslexia is the most common type of developmental reading disability and one of the most studied of learning disorders. Despite increased dyslexia-specific legislation, novice teachers continue to reveal misconceptions when asked about dyslexia. The overarching goal of this longitudinal study is to research and redesign a teacher education program to emphasize instructional knowledge and skills in meeting the needs of students with dyslexia. The purpose of this paper is to discuss our initial data and interpretation of the data as we consider how to transform our teacher education program to better prepare preservice teachers to work with students with dyslexia.

Authors

• Julia Hagge, The Ohio State University

• Margaret Billings Krause, University of South Florida