Abstract

Dyslexia is a common neurobiological learning difference that affects reading, writing, and language processing skills, often despite average or above-average intelligence. This project examines dyslexia from an educator’s perspective, focusing on its characteristics, impact on student learning, and effective strategies for support. A review of current scholarly literature highlights the importance of early identification and intervention in improving academic outcomes and reducing negative emotional effects such as low self-esteem and anxiety. The findings emphasize that dyslexia extends beyond reading difficulties, influencing writing, comprehension, and overall academic performance. Evidence-based instructional approaches, particularly structured literacy and multisensory teaching strategies, are identified as highly effective in supporting students with dyslexia. Additionally, the use of classroom accommodations and assistive technologies plays a critical role in increasing access to grade-level content and promoting student independence. The project also underscores the importance of addressing social-emotional needs by fostering confidence, resilience, and self-advocacy skills. Furthermore, the role of educators as advocates is highlighted, along with the need for improved teacher preparation and ongoing professional development. Overall, this research demonstrates that a comprehensive approach combining effective instruction, appropriate accommodations, and emotional support is essential for helping students with dyslexia succeed academically and beyond.

Year Manuscript Completed

Spring 2026

Senior Project Advisor

Dr. Scott Douglas

Degree Awarded

Bachelor of Integrated Studies Degree

Field of Study

Educational Studies

Document Type

Thesis

Download

Share

COinS