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ERIC Number: ED548895
Record Type: Non-Journal
Publication Date: 2012
Pages: 161
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-4103-5
Kindergarten through Second-Grade Teachers' Knowledge and Beliefs about Dyslexia Assessment and Retention
Foreman-Sinclair, Kimberly Ann
ProQuest LLC, Ed.D. Dissertation, Sam Houston State University
The purpose of this mixed research study was to investigate early assessment and identification for dyslexia in kindergarten through second grade, and to examine whether teachers' knowledge and beliefs lead to the practice of retaining students in grade rather than recommending formal dyslexia assessment. This study investigated both kindergarten through second-grade teachers' knowledge and beliefs about dyslexia assessment and retention concurrently with certified classroom teachers. The design of this mixed method study is transformative design (Creswell & Plano Clark, 2011). The target population for the quantitative portion of the study was kindergarten through second-grade students in a large Title I urban school district in Southeast Texas who had been retained in grade for the 2010-2011 school year. Data from kindergarten through second-grade teachers were collected from a survey entitled Dyslexia Assessment and Retention Teacher Survey (DARTS) and three focus groups were conducted to obtain qualitative information. The term dyslexia has been around for a hundred years, but it is surrounded in a veil of myths and misconceptions. Teachers in this study agreed 80.7% that letter reversals were a characteristic of dyslexia. Lack of teacher preparation and political issues involving administration were identified themes serving as factors for delay for early dyslexia assessment and retention was considered a prerequisite for a dyslexia referral. This study revealed that many students were oppressed by having to endure a retention before they were offered a dyslexia assessment. Besides their lack of knowledge about dyslexia, teachers were uninformed about retention research. Even though teachers acknowledged the negative impacts of retention, 96% of teachers surveyed disagreed that a child should never be retained. The data indicates that there is a need for an immediate and intense call for action in teacher preparation in both the area of dyslexia assessment and the future effects and implications of retaining students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 2; Elementary Education; Preschool Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas