Dyslexia and the shifting roles of interventionists

This phenomenological study explores shifts in interventionist roles due to increased dyslexia policy. This project examines five participant experiences as they train to become dyslexia therapists. Drawing on theories of teacher professionalism (Costello & Costello, 2016, Duffy & Hoffman, 2016; Milner, 2013b), models of reading instruction (Ladson-Billings, 1995; Paris, 2012; Schwanenflugel & Knapp, 2016) and Disability Studies in Education and Dis/Ability Critical Race Theory (Annamma et al. 2013; Baglieri & Knopf, 2004; Connor et al., 2008), findings indicated teacher roles shifted to become delivers of instruction rather than adaptive professionals resulting in a deprofessionalization of the role. Findings also indicated participant views on reading instruction mirrored the dyslexia program, focusing on bottom-up, multisensory methods of instruction. In addition, individuals defined dyslexia through explanations of socio-cultural difference. Participants rarely discussed implications of race in defining reading difficulty through socio-cultural expectations.