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Identification of Students with Dysl...

California State University, East Bay.

Identification of Students with Dyslexia in California Public Schools.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Identification of Students with Dyslexia in California Public Schools./
作者:	Futterman, Kathy R.
面頁冊數:	1 online resource (128 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355512199

Identification of Students with Dyslexia in California Public Schools.
Futterman, Kathy R.

Identification of Students with Dyslexia in California Public Schools. - 1 online resource (128 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--California State University, East Bay, 2017.

Includes bibliographical references

One of the key problems facing public education today is the need for early and accurate identification of students with dyslexia. Students with dyslexia in public schools have historically been largely ignored or under-identified. California public school educators and administrators need to understand what dyslexia is and how to accurately identify those students as early as possible.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355512199Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Identification of Students with Dyslexia in California Public Schools.
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245 1 0 $a Identification of Students with Dyslexia in California Public Schools.
264 0 $c 2017
300 $a 1 online resource (128 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Bobbie Plough.
502 $a Thesis (Ed.D.)--California State University, East Bay, 2017.
504 $a Includes bibliographical references
520 $a One of the key problems facing public education today is the need for early and accurate identification of students with dyslexia. Students with dyslexia in public schools have historically been largely ignored or under-identified. California public school educators and administrators need to understand what dyslexia is and how to accurately identify those students as early as possible.
520 $a The majority of students with dyslexia, if identified at all, are currently being identified only if they have been referred for special education and typically fall under the category of a Specific Learning Disability. This explanatory case study proposes to examine how one large, diverse suburban school district in California is currently identifying students with suspected or identified dyslexia through the lens of special education. The potential impact of early and accurate identification of students with dyslexia in California public schools is critical with the possibility of reducing the number of students who end up being referred for special education, reducing the number of students who do not graduate from high school, reducing the number of students who suffer from anxiety and depression, incarceration and challenges with acquiring and maintaining employment. Results from this qualitative explanatory case study include educators having difficulties precisely defining dyslexia, a historical avoidance of being able to say the word "dyslexia" in public schools, fragmented approaches to Response to Intervention and an expressed need by participants for more professional development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Special education. $3 567627
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0529
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a California State University, East Bay. $b Educational Leadership. $3 1186475
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10636693 $z click for full text (PQDT)

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