Supporting children with dyslexia in primary school settings through effective professional development of teachers and classroom assistants
An international scoping review
Bibliographic Data
| ID | 16775610 |
|---|---|
| Authors | Fiona Monahan (0000-0002-7791-9096, School of Education Ulster University Coleraine UK, corresponding author), Una O'Connor (0000-0002-9430-347X, School of Education Ulster University Coleraine UK), Laurence Taggart (0000-0002-0954-2127, School of Nursing & Midwifery Queen’s University Belfast Belfast UK), Claire Mcdowell (0000-0001-8062-4830, School of Psychology Ulster University Coleraine UK), Peter Mulhall (0000-0003-2574-4500, School of Nursing & Midwifery Queen’s University Belfast Belfast UK) |
| Year | 2025 |
| Volume | 25 |
| Issue | 4 |
| Pages | 1067-1088 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70029 |
| OpenAlex | W4412918851 |
| Language | EN |
| References cited | 39 |
Negative educational, social and emotional outcomes regarding dyslexia are evident in the literature. The purpose of this scoping review is to examine the international research to identify the theoretical frameworks, key components, teacher and student outcome measures and barriers/facilitators of professional development (PD) interventions aimed at helping teachers and/or classroom assistants (CAs) support children with dyslexia in primary schools. Arksey and O'Malley's (2005) six‐step framework for conducting a scoping review was used to explore the literature. The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses screening guidelines (PRISMA‐ScR, 2018) for a scoping review were implemented. Findings showed that PD underpinned by theoretical frameworks and evidence‐based reading instruction strategies, known to be successful in improving reading attainment, is the most effective model. Coaching should be a key component of any PD intervention, further facilitated by various effective overlapping components. Individual and contextual factors are considerations when targeting teacher and student outcomes. Common barriers and facilitators, including time, resources and staffing, need to be addressed to ensure a PD intervention's success. Future research is needed to ensure effective PD interventions are available to teachers and CAs supporting students with dyslexia
Dyslexia · Faculty Development · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Collaborative Teaching and Inclusion · Disability Education and Employment · Medicine · Psychology · Reading and Literacy Development
Research Methods in Education
Developmental dyslexia
Enhancing the scoping study methodology
Scoping studies
Decoding, Reading, and Reading Disability
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Toward a consensus on dyslexia
Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades
Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools
Evidence-based Policy
Studying the Organisation and Delivery of Health Services
Classroom contexts for learning at primary and secondary school
A transactional perspective on reading difficulties and Response to Intervention
Scoping studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |