Professional development for specialist teachers and assessors of students with literacy difficulties/dyslexia: ‘to learn how to assess and support children with dyslexia’

Abstract

In this paper, the results of an investigation into the training needs and expectations of participants of professional development training1 for specialist teachers and assessors of learners with literacy difficulties and dyslexia are discussed and analysed. The methodology includes both qualitative and quantitative data which were collected over a period of 2 years from participants (N = 75) at the beginning of their courses of study. Current literature is reviewed, and an in‐depth analysis of the findings illuminates the rationale and content of the available training. The author discusses these findings and demonstrates the importance of the training. The conclusions offer research‐based reflections that are important to all those involved in the design and funding of this and future professional development.

K‐2 principal knowledge (not leadership) matters for dyslexia intervention

“…Unfortunately, as many as 92% of teachers indicated that they lack the specific knowledge necessary to implement this type of instruction with students with dyslexia (Bell, 2013; Fielding‐Barnsley & Purdie, 2005; Moats & Foorman, 2003; Moreau, 2014; Shetty & Rai, 2014). They also report frustration when teaching students with dyslexia in the general education classroom (Wadlington & Wadlington, 2005).…”

“…Teachers also report that the professional development they receive once they enter the classroom is not adequate, with these professional development opportunities being one‐time events rather than being sustained throughout the school year (Chambers & Hausman, 2014). Additionally, these opportunities lack instruction in strategies that would be effective for students with dyslexia, indicating the need for more applicable professional development (Bell, 2013; Chambers & Hausman, 2014; Moats & Foorman, 2003). Providing this appropriate professional development, ultimately, is the responsibility of the school administrators (Lunenburg & Ornstein, 2012).…”

“…Students identified as having dyslexia need intensive, multisensory instruction in the areas of phonemic awareness, phonics, fluency, vocabulary, and text comprehension to build these necessary skills (Birsh, 2011; Farrell & Sherman, 2011; Fielding‐Barnsley & Purdie, 2005; International Multisensory Structured Language Education Council (IMSLEC), 1995; Joshi, Treiman, Carreker, & Moats, 2008; Kirk & Gillon, 2009; Lim & Oei, 2015; Moats, 2009; Moats & Tolman, 2009; NICHD, 2000; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001; Shaywitz, 2003; Taylor, Pearson, Clark, & Walpole, 2000). A problem exists, however, because teachers and principals report that they have not received, either through their preservice education or through professional development, instruction on teaching these skills (Aaron, Joshi, & Quatroche, 2008; Bell, 2013; Chambers & Hausman, 2014; DiPaola & Walther‐Thomas, 2003; DuFour & Mattos, 2013; Fielding‐Barnsley & Purdie, 2005; Fletcher, Grimley, Greenwood, & Parkhill, 2013; Moats, 1999; Moats & Foorman, 2003; Moreau, 2014; Sanzo, Clayton, & Sherman, 2011; Walsh et al, 2006). As a result, many students with dyslexia do not receive the phonetic, multisensory instruction needed for them to make the most progress in reading.…”

Beyond the broom cupboard: teaching assistants’ reflections upon the wider impact of their specialist dyslexia training

“…This important issue of facilitative or hindering factors in a school's climate was noted in Symes and Humphrey's (2011) study of how TAs support for autistic students, though this was not linked to any measure of the impact of any specialist training. Bell (2013) interviewed teachers and TAs embarking on specialist training to support dyslexic pupils and noted their desires to develop knowledge of dyslexia and its assessment. However, these data were drawn from respondents just beginning training and there is currently a lack of knowledge about not only the impact the completion of specialist dyslexia training upon TAs' professional expertise and practice and whether they are actually being deployed in the specialist role, but also the wider impact of having such a trained specialist on the staff upon the development of dyslexia-friendly practice at whole-school level.…”

Supporting young people with dyslexia in international schools: a case study example of current provision inSoutheastAsia

“…The head of the centre commented that this was a challenge within the region: ‘ trying to keep up with current thinking and developments, being out in Asia, it's hard ’. Research has shown that training and professional development for teachers is important to provide skilled dyslexia support (Bell, ). One main obstacle that the centre tries to overcome is that of ensuring the professionals at the centre maintain up‐to‐date knowledge and skills.…”