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Full-Text Articles in Education
Incorporating Books As Strength-Based Examples Of Characters With Dyslexia, Vera Sotirovska, Margaret Vaughn
Incorporating Books As Strength-Based Examples Of Characters With Dyslexia, Vera Sotirovska, Margaret Vaughn
The Language and Literacy Spectrum
Incorporating books that facilitate inclusive understandings of dyslexia can be a challenging yet important pedagogical approach to promoting equitable practices. As realistically portrayed characters and stories provide a way for students to see not only themselves but also others, and enter different worlds, the need for multiple representations of children with dyslexia is necessary when working to create equity-oriented classrooms. First, we discuss strategies on how to select and use books with diverse representations of individuals with dyslexia. Next, we provide book selection criteria to guide teachers in curating their own classroom libraries with similar texts. Finally, we include activities …
Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop
Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop
Literacy Practice and Research
An authoritative discourse surrounds the current dyslexia legislation and science of reading movement that largely silenced literacy teacher educators’ voices and participation in this important policy initiative. This study was designed to include the voices of literacy teacher educators from four Midwestern states (Iowa, Kansas, Missouri, Nebraska). The study was conducted across two phases. This article focuses on Phase II, which involved one-on-one interviews with participants. The interview responses were qualitatively analyzed using a priori and inductive analysis. Three major themes emerged that inform how literacy teacher educators negotiated sense-making of a historically confusing construct (dyslexia) and related policy initiative.
Missing Pieces And Voices: Steps For Teachers To Engage In Science Of Reading Policy And Practice, Kathleen S. Howe, Teddy D. Roop
Missing Pieces And Voices: Steps For Teachers To Engage In Science Of Reading Policy And Practice, Kathleen S. Howe, Teddy D. Roop
Michigan Reading Journal
The current wave of dyslexia legislation backed by the science of reading is the latest literacy policy added to a decades-long list. Teachers, whose voices were largely excluded, are key stakeholders in any literacy policy initiative and are well-suited to inform policymakers about the complexities of teaching readers who struggle, including those diagnosed with dyslexia. This article previews the implications of legislation that narrowly focuses on “science” and disregards unique individual reader profiles. This article encourages teachers to get involved with policy that impacts their practices and provides suggestions to ensure their voices are included in this and future initiatives.
Spelling Interventions For Students Who Show Signs Of Dyslexia, Caitlin N. Gritz
Spelling Interventions For Students Who Show Signs Of Dyslexia, Caitlin N. Gritz
Networks: An Online Journal for Teacher Research
This action research examines the impact of spelling interventions for students who show signs of dyslexia. The action research also shows how using growth mindset can help students with characteristics typical of low self-esteem. Students learned a new spelling pattern weekly and a growth mindset lesson to teach students how to have a growth mindset rather than a fixed mindset related to spelling skills. A pre-spelling inventory test and a post-spelling inventory test were compared to see that word study activities help students remember specific spelling patterns.
Effective Interventions For Improving Reading Accuracy And Fluency In Children With Dyslexia, Carlea A. Winkler
Effective Interventions For Improving Reading Accuracy And Fluency In Children With Dyslexia, Carlea A. Winkler
Scholarship and Engagement in Education
There are a vast number of instructional strategies for teaching students with dyslexia, but successful approaches all share a few key components including, a high degree of structure, intensive and explicit instruction, and a low student to teacher ratio. Additionally, most research-backed strategies fall into one of two categories: programs that target phonological awareness, and programs that target orthographic pattern recognition and morphology. Numerous studies on phonological awareness training and orthographic pattern recognition training have showed positive results. However, more research is needed to understand why some children fail to make significant gains even with intensive intervention, and what factors …