Working to Bridge the Gap: The Need for Additional Supports for Students with Dyslexia in Public Schools
Item
-
Title
-
Working to Bridge the Gap: The Need for Additional Supports for Students with Dyslexia in Public Schools
-
Creator
-
Abigail Fisher
-
degree
-
Master of Science in Education: Reading
-
Date
-
6/15/2025
-
Abstract
-
This professional project examines the lack of resources and supports in place for students with dyslexia in the public school system. Based on peer-reviewed literature, this project proposes evidence-based strategies to address and reduce this disparity. These strategies include differentiated instruction and the implementation of multisensory approaches. Differentiated strategies (content, process, product, and environment) must be implemented simultaneously to result in effective learning growth and outcomes (Tomlinson, 2000). In addition, multisensory approaches such as reading-while-listening (Almahrag, 2021; Clinton-Lisell, 2023), technology interventions (Macaruso et al., 2020; Lerga et al., 2021), project based learning (Filippataou, 2010), movement based learning (Javed et al., 2023), and explicit instruction (Morrison, 2023; Hughes et al., 2017), all create learning opportunities that support students with dyslexia. By creating an asset-based 4th grade ELA unit, which incorporated both differentiation and multisensory strategies, I was able to add to this area of research and highlight how teachers can adapt curriculum to best meet the needs of their students, especially students with dyslexia. It is evident that when teachers create curricula that pull from their student’s strengths, all learners thrive.
-
note
-
Ken Carano
-
Annie Delbridge
-
Jaclyn Caires-Hurley
-
Rights
-
Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
-
https://rightsstatements.org/page/InC/1.0/?language=en
-
Language
-
eng
-
Type
-
Professional Project
-
Type
-
Text
-
Identifier
-
AbigailFisher_PP_2025
-
Key Words
-
dyslexia
-
differentiation
-
multisensory approaches
