Date of Award
12-9-2016
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
Annsley Frazier Thornton School of Education
Department
Education
Major Advisor
Kathleen Cooter
Second Advisor
David Paige
Third Advisor
J. Todd Whitney
Abstract
Teachers are the foundational component of the education system. Annually, they are required to engage in professional development opportunities to expand their knowledge. Since 1985 there has been a profusion of legislative attention to the reading disability dyslexia. Included in legislation is the mandate for teacher training, but there is a lack of research on effective professional development to increase teacher knowledge of dyslexia. This study compared three models of professional development to assess their efficacy in increasing declarative knowledge of dyslexia for elementary general education teachers. The results indicated that the use of simulation training alone was less effective at increasing teachers' knowledge than using lecture training or a mixed-method training which includes both lecture and simulation. Because of limitations in funding and time available to train teachers, this study could be helpful in considering options for training teachers about dyslexia.
Recommended Citation
Steltenkamp, Kayla, "A Comparative Study of Three Approaches for Enhancing Teaching Knowledge of Dyslexia" (2016). Graduate Theses, Dissertations, and Capstones. 38.
https://scholarworks.bellarmine.edu/tdc/38
Included in
Adult and Continuing Education Commons, Adult and Continuing Education and Teaching Commons, Disability and Equity in Education Commons, Scholarship of Teaching and Learning Commons, Special Education and Teaching Commons