Date of Award
Doctor of Philosophy (Ph.D.)
Annsley Frazier Thornton School of Education
J. Todd Whitney
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.
Steltenkamp, Kayla, "A Comparative Study of Three Approaches for Enhancing Teaching Knowledge of Dyslexia" (2016). Graduate Theses, Dissertations, and Capstones. 38.
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