A case study of a new dyslexia course created for university teacher preparation programs.

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Annals of Dyslexia Pub Date : 2025-09-24 DOI:10.1007/s11881-025-00341-2

Mitzi Berryhill, Kayla Reggio, Kim Skinner, Laura Piestrzynski, Estanislado S Barrera Iv

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Abstract

In an effort to increase the dyslexia knowledge of future classroom teachers, in 2022, the state of Louisiana passed Act 607, which requires all students seeking Louisiana teacher certification to complete a three-credit hour course specific to dyslexia starting in the 2024-2025 school year. With the implementation of the inaugural dyslexia courses in Fall 2024, this study examined the experience of creating and implementing this new course from the perspectives of the instructors and the teacher education students at a public state university. Utilizing an embedded case study approach, data sources included the course syllabus, course instructional materials, student surveys and reflections, and instructor analytic notes and reflections. The findings reveal the surprises, successes, and obstacles experienced by participants in this newly required course, offering practical insights for adapting legislative mandates into effective educational practices. This study provides a framework for universities nationwide to enhance literacy instruction within teacher preparation programs, contributing to the broader effort of improving outcomes for students with dyslexia.

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为大学教师预备课程开设的新阅读障碍课程的个案研究。

为了增加未来课堂教师对阅读障碍的了解，2022年，路易斯安那州通过了第607号法案，该法案要求所有寻求路易斯安那州教师资格认证的学生，从2024-2025学年开始，完成一门针对阅读障碍的三学分课程。随着2024年秋季首门阅读障碍课程的实施，本研究从一所公立州立大学的教师和教师教育学生的角度考察了这门新课程的创建和实施经验。利用嵌入式案例研究方法，数据源包括课程大纲、课程教学材料、学生调查和反思，以及教师分析笔记和反思。研究结果揭示了这门新必修课程的参与者所经历的惊喜、成功和障碍，为将立法授权转化为有效的教育实践提供了实际见解。本研究为全国的大学提供了一个框架，以加强教师培训计划中的识字教学，为改善阅读障碍学生的结果做出更大的贡献。

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来源期刊

Annals of Dyslexia Multiple-

CiteScore

4.90

自引率

8.70%

发文量

期刊介绍： Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.