Johns, K. M. (2024). The influence of accommodations on academic achievement for middle school students with dyslexia in a private school setting (Publication No. 31145434) [Doctoral dissertation, Arkansas State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3072280769

Arkansas State University [Jonesboro, AR]

Teachers’ perceptions and implementation of accommodations during both formative and summative assessments were examined. Assessment accommodations identified by teachers included reading test questions aloud, extended time on assessments, alternate seating or setting, no penalization for spelling mistakes, use of devices, scaffolding, and oral response. Additional supports that teachers identified as accommodations—but which the researcher identified as modifications rather than accommodations—included peer collaboration, rewording of test questions, and shortening of assessment length.

Eight middle school teachers from a small, private Christian school in Northeast Mississippi participated. All participants had experience teaching students with dyslexia, with teaching experience ranging from 4–27 years and varying levels of education.

Teachers completed open-ended questionnaires and participated in individual semi-structured interviews conducted via an online video platform. Questions focused on teacher demographics, knowledge of dyslexia, teaching practices, and perceptions of accommodations.

Teachers’ varying levels of understanding about dyslexia and accommodations affected proper implementation in testing. Many participants demonstrated misconceptions about the difference between accommodations and modifications. Implementation was inconsistent, with some teachers determining when to provide accommodations rather than following accommodation plans. The study revealed a need for more intensive teacher training on dyslexia and proper implementation of accommodations in the private school setting.