Understanding dyslexia guidance for parents and teachers: A review of states’ handbooks

Abstract

Most U.S. states have laws related to supporting students with dyslexia, including dyslexia screening, intervention, and teacher training. Additionally, 40 states have published dyslexia handbooks that include information about defining dyslexia, screening, core instruction, intervention, and progress monitoring. This study utilized a qualitative content analysis to identify the major topics and themes included in these handbooks. Results showed that most of the handbooks included details about the intended audience, defining dyslexia, methods of assessment, types of instruction and intervention, information for parents, and additional resources. Dominant themes in the handbook content were translating research to practice, educator focus, intervention over instruction, and a lack of information related to multilingual learners. The findings suggest that the current handbooks offer consistent information about the definition and features of dyslexia but do not always include information from research-based practices to support students with dyslexia.