Perceptions from Educators of Implementing Science of Teaching Reading Curriculum: Preparing Teachers to be Dyslexia Therapists

Authors

  • Carol Klages, Ph.D., Dyslexia Therapist University of Houston-Victoria

DOI:

https://doi.org/10.22158/fet.v7n2p77

Abstract

Teachers enter the educational field with a commitment to helping students learn. Their students are the direct recipients of educators who actively participate in professional development opportunities. Opportunities for professional development in how to evaluate learning to read curriculum are not as common as needed. Using the Connections: OG in 3D®, a structured literacy curriculum, in-service educators who were working toward becoming a certified dyslexia therapist were given surveys to determine their perceptions of such professional development.

Author Biography

Carol Klages, Ph.D., Dyslexia Therapist, University of Houston-Victoria

Professor College of and Health Professions Carol Klages received her doctoral degree from the University of Texas. She taught high school English and Social Studies for thirteen years. She currently is an associate professor at the University of Houston-Victoria teaching undergraduate and graduate courses in literacy and social studies methods courses. She is a certified dyslexia therapist. Her research interests are multisensory teaching and learning and teacher candidate perceptions of teaching and learning.

Published

2024-10-17

Issue

Vol. 7 No. 2 (2024)

Section

Articles

Copyright (c) Carol L. Klages

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.