ArticleAnnals of dyslexia2025
A case study of a new dyslexia course created for university teacher preparation programs.
Article in Annals of dyslexia, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Emotional labor, well-being, and professional development among university teachers: a qualitative study from a job demands-resources perspective.Frontiers in psychology · 2026Article
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Authors and funding
5 authors.
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Abstract
In an effort to increase the dyslexia knowledge of future classroom teachers, in 2022, the state of Louisiana passed Act 607, which requires all students seeking Louisiana teacher certification to complete a three-credit hour course specific to dyslexia starting in the 2024-2025 school year. With the implementation of the inaugural dyslexia courses in Fall 2024, this study examined the experience of creating and implementing this new course from the perspectives of the instructors and the teacher education students at a public state university. Utilizing an embedded case study approach, data sources included the course syllabus, course instructional materials, student surveys and reflections, and instructor analytic notes and reflections. The findings reveal the surprises, successes, and obstacles experienced by participants in this newly required course, offering practical insights for adapting legislative mandates into effective educational practices. This study provides a framework for universities nationwide to enhance literacy instruction within teacher preparation programs, contributing to the broader effort of improving outcomes for students with dyslexia.
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