Date Approved


Graduate Degree Type


Degree Name

Education-Instruction and Curriculum: Early Childhood Education (M.Ed.)

Degree Program

College of Education

First Advisor

Dr. Sherie Klee

Academic Year



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.