ON DEMAND: Reimagining Teacher Prep: Lessons from Launching a University Dyslexia Course

Reimagining Teacher Prep: Lessons from Launching a University Dyslexia Course - .75 CE

Mitzi Berryhill, Ph.D., CALT; Kayla Reggio, M.Ed., LDT, CALT-QI

In response to Louisiana’s Act 607, which requires all teacher candidates to complete a dedicated course on dyslexia, this study examined the development and inaugural implementation of a new three-credit dyslexia course at a large public university. Using an embedded case study design, data were collected from course materials, instructor reflections, student surveys, and preservice teacher work samples to evaluate both instructional processes and learning outcomes. Findings indicate that the course significantly improved preservice teachers’ understanding of dyslexia, particularly in correcting misconceptions, recognizing early indicators, and identifying evidence-based practices. The study also highlights the importance of adult-learning principles, collaborative assignments, and opportunities for self-directed learning in shaping student engagement. Challenges included limited field-based exposure to dyslexia and difficulties aligning structured literacy content across existing coursework. This presentation will provide practical recommendations for institutions designing dyslexia-focused coursework in response to legislative mandates and contribute a replicable model for strengthening teacher preparation in literacy and dyslexia education.

PRICING

Member: $20.00

Non-Member: $25.00

You have until December 31, 2026 to watch the recordings. After December 31, you will not be able to access any of the above videos for CE credit.

• Event registration is non-refundable upon purchase.