Susan J. Chambré|Molly Ness
Using Multimodal Virtual Instruction to Build Preservice Teachers’ Knowledge of Dyslexia
Marist College|Fordham University
increasing awareness screening instructional interventions students dyslexia necessary component p12 teacher preparation disparities reading achievement students disabilities including dyslexia evidenced lower literacy testing scores well lower high school graduation rates documented disabilities compared typical developing peers preservice teachers however continue struggle understanding identifying providing targeted literacy instruction remediate reading challenges students dyslexia emerging data impact covid19 school closures lags students reading attainment solidifies need teacher preparation programs prepare preservice teachers implement best practices supporting students dyslexia purpose mixedmethods study determine impact asynchronous online learning modules preservice teachers knowledge dyslexia results indicate preservice teachers learn via online sources podcasts infographics educational games statistically increase knowledge dyslexia confidence work students recommendations programmatic change inclusion online learning dyslexia teacher preparation programs suggested