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<p>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.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月24日

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  • Mitzi Berryhill,
  • Kayla Reggio,
  • Kim Skinner,
  • Laura Piestrzynski,
  • Estanislado S. Barrera IV

摘要

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.