Date Approved
4-23-2024
Graduate Degree Type
Project
Degree Name
Education-Instruction and Curriculum: Early Childhood Education (M.Ed.)
Degree Program
College of Education
First Advisor
Dr. Sherie Klee
Academic Year
2023/2024
Abstract
Dyslexia is a common learning disability that is difficult for educators to understand. Misconceptions and misinformation have led to teachers and schools lacking in identification, resources, and support that can be provided to children with dyslexia – specifically young children. This project examines the research of the adverse effects of dyslexia, lack of teacher knowledge regarding dyslexia, the identification of young children who may have dyslexia, and the best intervention practices for these children. In general, many teachers hold misconceptions about dyslexia, which prevents children who have the disability from receiving early intervention. The purpose of this project was to create a way of informing educators and administrators that identification and intervention can happen as early as kindergarten. It was found that children at risk for dyslexia show clear deficits in the foundational skills of learning to read, when compared to typical peers. Research also indicates that phonics and phonemic awareness intervention that is intense in nature and regularly administered are key to mitigating many of the difficulties caused by dyslexia. This project is a presentation that delivers this important information to educators and administrators to ensure that children with dyslexia receive early and high-quality intervention.
ScholarWorks Citation
Klooster, Jessica Kathleen, "Helping Early Readers with Dyslexia" (2024). Culminating Experience Projects. 444.
https://scholarworks.gvsu.edu/gradprojects/444
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons
