Bayless, Barbara

dc.contributor.advisor	Beach, Sally
dc.contributor.author	Bayless, Barbara
dc.date.accessioned	2020-07-29T21:36:46Z
dc.date.available	2020-07-29T21:36:46Z
dc.date.issued	2020
dc.identifier.uri	https://hdl.handle.net/11244/325321
dc.description.abstract	This study sought to explore the experiences and perspectives of children identified as having dyslexia. This research provides insights into the importance of early and targeted intervention, so school is not experienced negatively due to children experiencing failure learning classroom literacy practices. Through a phenomenological research design, the lived experiences of six children in grades four through eight were portrayed. This research process involved semistructured interviews and a collection of artifacts. Data analysis revealed prior to receiving intervention, the children were confused, and none of them believed they were good readers or writers. This study contributes to the existing literature by showing how early targeted intervention can help children’s understanding of dyslexia, reshape their literate identity, and experience school more positively. Thematic analysis offers richer and deeper insights into what it means to experience dyslexia from two distinct time frames, before and after receiving early targeted intervention. Findings from this study indicate that screening and progress monitoring should begin in Pre-kindergarten to ensure all struggling readers are identified that may need intervention. In addition, this study has implications for classrooms to expand literacy practices to include new ways of meaning-making with multimodal text and the use of digital literacies to support all struggling readers and writers.	en_US
dc.language	en_US	en_US
dc.rights	Attribution-NoDerivatives 4.0 International	*
dc.rights.uri	https://creativecommons.org/licenses/by-nd/4.0/	*
dc.subject	dyslexia	en_US
dc.subject	experiencing school	en_US
dc.subject	learning differences	en_US
dc.subject	literate identity	en_US
dc.title	"Easier, Not Easy:" AN UNFOLDING OF THE DYSLEXIA EXPERIENCE	en_US
dc.contributor.committeeMember	Griffith, Priscilla
dc.contributor.committeeMember	Hill, Crag
dc.contributor.committeeMember	Cullen, Theresa
dc.contributor.committeeMember	Ruan, Jiening
dc.date.manuscript	2020-07
dc.thesis.degree	Ph.D.	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum	en_US