Advisory Committee Chair
Lois M Christensen
Advisory Committee Members
Michele Jean Sims
Robin Park Ennis
Kelly Hill
Lynn Kirkland
Jenna Lachenaye
Document Type
Dissertation
Date of Award
2022
Degree Name by School
Doctor of Philosophy (PhD) School of Education
Abstract
Although Black students are overrepresented in the special education (SPED) population within the educational system in the United States, the number of Black students identified with dyslexia can be concluded to be significantly lower (Annamma et al., 2018; Farkas et al., 2020; Sullivan & Bal, 2013). With experts positing that dyslexia affects as many as one in five persons, attention to this matter is needed especially regarding the youngest Black students (Hyles & Hoyles, 2010; Moats & Dakin, 2017). The characteristics of dyslexia are manifested in neurological processes surrounding reading abilities, thought processes, and motor skills (Moats & Dakin, 2017). This study attempts to offer awareness of the lack of identification and remediation for Black students affected by dyslexia and how this lack of identification and remediation occurs. Employing a case study approach, the research study focuses on one urban area school district, its processes and protocols, and the knowledge, beliefs, and perceptions of its school- and district-level personnel involving dyslexia. Issues surrounding race, economics, and class in relationship to how urban area schools with marginalized populations advocate for dyslexia are also explored.
Recommended Citation
Darrington, Fredeisha Harper, "The Dyslexia Disparity: An Examination of Inequities in the Identification and Intervention of Early Learners of Color" (2022). All ETDs from UAB. 502.
https://digitalcommons.library.uab.edu/etd-collection/502