Date of Award
Open Access Dissertation
The purpose of this mixed methods action research study was to increase the awareness and knowledge of secondary school professionals on dyslexia, including the role of the school-based speech-language pathologist. Two research questions guiding the quantitative data collection centered on the impact of a PowerPoint dyslexia training on the participants' knowledge and attitudes about dyslexia in the schools. In addition, two qualitative research questions guided the study involving the participants’ perceptions of the role of speech-language pathologists in a dyslexia protocol, and how to implement a dyslexia protocol in secondary-level schools. The results of the study indicate that the training session increased the participants’ knowledge about dyslexia, increased the perceptions that dyslexia should be addressed in the schools, and increased the perceptions that speech-language pathologists play a significant role in identifying, assessing, and remediating students with dyslexia. Suggestions of how a dyslexia protocol could be implemented in secondary-level schools were also included in the qualitative data findings.
Alves, L. M.(2021). The Role of the School-Based Speech-Language Pathologist In The Identification, Assessment, and Remediation of Dyslexia In Secondary Students. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6612