Elementary Teachers’ Perceptions of the Impact of a Dyslexia Intervention Specialist Program on Teaching Literacy

Abstract

This qualitative phenomenological study explores teachers' perceptions of their participation in a dyslexia specialist training program. Grounded in the Science of Reading, the program is designed to equip educators with effective instructional strategies, tools, and knowledge to support students exhibiting characteristics of dyslexia. While dyslexia is the most common learning disability among children, many educators remain underprepared to deliver structured literacy instruction, highlighting the need for research-based professional development. Using Guskey's (2002) Model of Teacher Change as the theoretical framework, this study examines the lived experiences of educators who have completed the training. Two central questions guide the research:

How did veteran rural elementary teachers experience a dyslexia specialist training that included knowledge and application with mentoring? In what ways, if any, did the dyslexia training influence their teaching practice? Five Kansas-based teachers participated in in-depth interviews to address these questions, allowing for a detailed exploration of their perspectives. Interviews were recorded, transcribed, and systematically analyzed to identify emerging themes. To ensure credibility and validity, the study employed member checking and a confirmability audit throughout the research process. The findings offer insights into how structured literacy training impacts instructional practices and teacher development. Chapter 4 presents the key themes that emerged from the data, while Chapter 5 discusses broader implications, recommendations for teacher preparation and professional development, and the study's overall conclusions.