Date of Award
6-26-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Second Advisor
Andrea Liston
Committee Members
Leigh Anne Newton
Call Number
LD 251 .A566d 2024 J64
Abstract
The purpose of this qualitative study was to determine if teacher perceptions of dyslexia accommodations affect the proper implementation of accommodations in the testing process with a focus on formative and summative assessments. The following research question and sub-questions guided the study: What are the perceptions of teachers regarding formative and summative testing accommodations as they relate to academic achievement for dyslexic students? What are teachers’ perceptions regarding how and whether accommodations impact student achievement? How frequently do teachers offer accommodations while assessing student growth during assessment activities? This qualitative, case study used middle school teachers from a private Christian school with experience in teaching students with dyslexia through questionnaires and interviews to determine their perceptions of testing accommodations for formative and summative assessments. Research questions and sub-questions were analyzed through the lens of the validity theory. Five themes and seven sub-themes emerged from this study including: 1) knowledge of dyslexia with an emerging subtheme of the purpose of accommodations; 2) accommodations with the emerging subthemes of types of accommodations, formative testing accommodations, and summative testing accommodations; 3) impact of accommodations with the subtheme student success; 4) test validity with a subtheme of fair/unfair; and 5) accommodations in action with a subtheme of teacher use and student use. Overall, this study contributes to the existing literature on how teacher perceptions of dyslexia accommodations affect the proper implementation of accommodations in the testing process with a focus on formative and summative assessments. Keywords: dyslexia, accommodations, validity, academic achievement, testing, student success, middle school
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Johns, Kendra McVay, "The Influence of Accommodations on Academic Achievement for Middle School Students with Dyslexia in a Private School Setting" (2024). Student Theses and Dissertations. 96.
https://arch.astate.edu/all-etd/96
