Elementary Education Teachers’ Perceptions on Knowledge and Instructional Strategies to Support Students with Dyslexia
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Authors
Zumwalde, Jessica
Issue Date
2025-09
Type
Dissertation
Language
en
Keywords
dyslexia , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
The problem addressed in this study was that educators lack the knowledge and instructional strategies to support students with dyslexia in a general education setting to positively impact students’ success and achievement. The purpose of this qualitative descriptive case study was to explore how 3rd––6th grade general education teachers in the United States describe their knowledge of instructional strategies to overcome training gaps to support students with dyslexia. Guided by Bandura’s self-efficacy theory, which directly correlates students’ achievement with educators’ self-efficacy, this study investigated how educators describe their knowledge of instructional strategies to overcome training gaps to support students with dyslexia. The research study explored how teachers describe their knowledge of instructional strategies to overcome training gaps to support students with dyslexia. Purposive sampling was used to select general education teachers in 3rd––6th grade within the United States. Data were collected through a questionnaire from 25 participants, through semi-structured interviews with 10 participants, and from a focus group consisting of seven participants. Braun and Clarke’s Thematic analysis approach was utilized to analyze the data. NVivo software was used to code and categorize data from the interviews and focus group. Nine themes emerged from the results of the data to include (a) Basic understanding of dyslexia symptoms; (b) Emotional and social impact; (c) Recognition through behavior. (d) Multisensory instruction; (e) Adaptations-accommodations and differentiation; (f) Positive reinforcement and emotional support; (g) Self-directed learning and independent professional development; (h) Collaboration with specialists; and (i) Resource limitation. This study can inform educators about effective strategies for instructing students with dyslexia as well as inform administration surrounding the need for additional professional development and resources to effectively provide instruction to students with dyslexia.