TEACHERS’ PERCEPTIONS OF KNOWLEDGE AND PROFESSIONAL DEVELOPMENT REGARDING RECOGNIZING CHARACTERISTICS OF DYSLEXIA IN STUDENTS IN THE GENERAL EDUCATION CLASSROOM ___________ A Dissertation Presented to The Faculty of the Leadership and Counseling Department Houston Baptist University ___________ In Partial Fulfillment of the Requirements for the Degree of Doctor of Education ___________ by Malissa Childers May 2020 TEACHERS PERCEPTIONS OF PROFESSIONAL DEVELOPMENT REGARDING RECOGNIZING CHARACTERISTICS OF DYSLEXIA IN STUDENTS IN THE GENERAL EDUCATION CLASSROOM by Malissa Childers ___________ APPROVED: ____________________________________ John Spoede, PhD Committee Chair ____________________________________ Angie Durand, EdD Committee Member ____________________________________ Darby Hawley, PhD Committee Member ____________________________________ Julie Fernandez, EdD Dean College of Education & Behavioral Sciences ____________________________________ Walter Bevers, EdD Program Director Doctor of Education in Executive Educational Leadership This dissertation follows the format and style of the Publication Manual of the American Psychological Association, Sixth Edition except where superseded by directions from the Director of the Doctor of Education in Executive Educational Leadership Program at Houston Baptist University. DEDICATION For God gave us a spirit not of fear but of power and love and self-control. 2 Timothy 1:7 I AM HERE! Although, few words “I AM HERE” represents the power and self-control, God graced upon me to seek and obtain a doctorate degree. A milestone unachievable without the love and support of my family. This dissertation is dedicated to my parents Marilyn and Bill Childers and my son Cade Lipps. Mom and Dad, you have always been my biggest supporters all the while showing me what it means to hang in there despite the odds. Thank you for instilling in me the confidence to know I can do anything I put my mind to. Cade, you are my reason. It is because of you I strive for excellence and choose never to give up. A sister’s love is immeasurable, and the continuous encouragement of my sister Maria Bynum is something I am forever grateful. My family represents my core, reflecting my drive and passion for education. iii ABSTRACT Childers, Malissa, L., Teachers’ perceptions of knowledge and professional development regarding recognizing characteristics of dyslexia in students in the general education classroom. Doctor of Education (Educational Leadership) May 9, 2020, Houston Baptist University, Houston, Texas. Purpose The purpose of this phenomenological study was to describe the perceptions of English-Language Arts teachers in grades six through eight regarding their preparation and knowledge on recognizing students with characteristics of dyslexia in the general education classroom. The participants for this study were purposefully selected from the populations of English-Language Arts teachers in grades six through eight in a large suburban district in Southeast Texas on two separate campuses. Methodology In this descriptive study, the researcher used the qualitative phenomenological methodology to explore and more clearly describe the fundamental perceptions of teachers regarding knowledge and professional development related to recognizing characteristics of dyslexia in students. As participants shared their feelings by describing what they perceive and sense through their self-awareness and experiences, the researcher gained understanding and knowledge. A total of 30 participants addressed most questions on the survey and returned it to the researcher. All six of the focus group participants reported to the researcher regarding questions provided. Findings The findings were based on data collected from the electronic survey and transcripts from individual interviews. Each of the 30 participants completed the modified Dyslexia Knowledge Survey. At the end of the survey, each teacher had an opportunity to volunteer to participate in one of the six interviews that were conducted over the course of this study. The researcher analyzed data (reported in Chapter IV) from 30 participants who completed the online survey and 6 interview participants. Three themes emerged for each research question: reading, training, and support. Conclusions The results of this study can be used to inform teacher professional development workshop topics and the timing of the sessions. Personnel and interventions needed to support teachers working with dyslexic students is another use for the results of this study. Teachers, parents, administrators, and other school leaders can benefit from reading and applying the results from this study. KEY WORDS: Dyslexia, Phonology and Phonological Awareness, Simultaneous, Multisensory (VAKT), Phonemic awareness, Early identification, Early intervention, Lifelong Learning Disability, Orton- Gillingham approach, Inclusive classroom, Direct Instructions, Accommodations iv ACKNOWLEDGEMENTS The ability to witness a dream become reality is an indescribable feeling. The journey would not be complete without the encouragement and support of an amazing team. Dr. John Spoede, chair of my dissertation committee, spent countless hours discussing, reviewing, and guiding me through this dissertation. I am thankful for his voice of calmness, encouragement, and optimism. Thank you to my dissertation committee members, Dr. Angie Durand and Dr. Darby Hawley, for your guidance, expertise, and constructive feedback in fine tuning and ensuring my success during this doctoral experience. Dr. Diane Reed, thank you for your dedication in pushing our cohort to remain focused and to excel beyond our wildest dreams. Dr. Vicky Giles, whose experience and expertise in education has been profound and instrumental in creating meaningful relationships beyond the classroom. Thank you for sharing your experiences not only as a superintendent, but as a female superintendent. You are greatly admired. Dr. Cazilda Steele thank you, thank you for willingness to not only be my mentor but an example to follow. Your positive and willing demeanor inspired me and provided amazing learning opportunities for which I will always be grateful. This journey all began with a text from Danny Emery, if it not been for your inquisitiveness this would only be a dream. Thank you, Danny! Thank you to all my friends and family who have supported and encouraged me. A special acknowledgement to my grandmother, Betty Britton, who has always spoken words of faith and reason. You made me feel like the smartest granddaughter. To Cohort II, it has been an amazing three years and I will miss our infamous Thursday nights. v To the “Fab Five,” Iboro Eno, Tomayia Colvin, Evans Akpo, and my grad school person, Maria Starling, I have loved going through this program with all of you, as our memories will continue beyond this experience. The struggles were made better by your voices of encouragement and all the laughs we shared. Anna Taylor and Heather Gower, I am so thankful for your friendship and for you calling/texting and calling/texting again when I didn’t respond. It’s knowing others care that has made all the difference. vi TABLE OF CONTENTS DEDICATION ................................................................................................................. iii ABSTRACT ..................................................................................................................... iv ACKNOWLEDGEMENTS ...............................................................................................v TABLE OF CONTENTS ................................................................................................... ix LIST OF TABLES ........................................................................................................... vii CHAPTER I .......................................................................................................................1 INTRODUCTION ..............................................................................................................1 Introduction .............................................................................................................1 Background of the Study .........................................................................................3 Statement of the Problem ......................................................................................4 Statement of the Purpose and Significance .............................................................5 Research Questions .................................................................................................6 Definition of Terms ...............................................................................................6 Conceptual Framework .........................................................................................9 Limitations ............................................................................................................12 Delimitations ........................................................................................................12 Assumptions ...........................................................................................................13 Organization of the Study ....................................................................................13 CHAPTER II ....................................................................................................................15 REVIEW OF LITERATURE ............................................................................................15