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

The following test accommodations were identified by interview participants as being used by students in a dyslexia program: extended time, notetaking supports, oral delivery.

Seven students with dyslexia attending grades 3–5 at a school in a small rural community in Texas (U.S.) participated, along with their seven accompanying parents and seven teachers. The students were not proficient on the state reading test. Demographic information was collected for the participants.

Interviews were held with the participating students, and their parents and teachers. The interviews were recorded and transcribed. The student interviews were face-to-face 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 virtually 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?).

Participants had wide-ranging perceptions regarding dyslexia and participation in the dyslexia pull-out. Very few participants appeared to understand the role accommodations played in making instruction and assessments more accessible for students with dyslexia.