Kelley, T. L. (2022). A phenomenological investigation of student, parent, and teacher perceptions of a school districts dyslexia program (Publication No. 28968540) [Doctoral dissertation, Tarleton State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2674758562

Tarleton State University (Stephenville, TX); ProQuest document ID: 2674758562

Accommodations were not specified in advance of this inquiry. The components of an academic program addressing dyslexia were examined, including disability identification, accommodations, instructional interventions, and effectiveness. Details on accommodations provided were reported as Findings.

Seven (7) students with dyslexia attending grades 3–5 at a school in a small rural community in Texas (U.S.) participated, along with their 7 accompanying parents and 7 teachers of those students. Various descriptive information was collected about each participant, including age, sex, and ethnicity, as well as details on their initial identification with dyslexia.

Interview questions were directed toward uncovering potential concerns associated with grade 3 students with dyslexia not passing the state reading assessment. Interviews were conducted with students, parents, and teachers and were recorded and transcribed. The student interviews were face-to-face, took 30 minutes to complete, and included 12 open-ended questions (e.g., What does it feel like to be dyslexic? What do you do during your 45-minute dyslexia pull-out time?). Parent and teacher interviews were conducted via phone or Zoom and included 12 open-ended questions (e.g., Tell me what you know about accommodations. What do you think the dyslexia teacher works on with students during the district's 45-minute dyslexia pull-out time?).

Accommodations provided as part of the dyslexia program included extended time for test-taking and completing assignments, oral presentation of tests and assignments, notetaking supports, and no grading deductions for spelling errors on written assignments. Very few participants appeared to know the importance of both interventions and accommodations in supporting students with dyslexia in schools. Participants did not view the identification of students with dyslexia as adequate. All teachers and parents interviewed indicated that communication at the district level was lacking regarding the dyslexia program and specific needs of students with dyslexia, and most indicated that the presence of a specialist in dyslexia in each school building could be an important step to address this problem.