Culturally Informed Dyslexia Therapy: An Interpretative Phenomenological Analysis of Middle School Dyslexia Therapists

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-31-2026

Abstract

Marginalized students with dyslexia continue to experience persistent inequities in literacy achievement, particularly within racially, linguistically, and economically diverse communities. While multisensory structured literacy programs such as Take Flight and Reading by Design effectively address phonological deficits, they often overlook students’ cultural and linguistic identities. This absence of culturally informed instruction can limit engagement, reduce motivation, and hinder identity affirmation, contributing to ongoing disparities in reading outcomes. Additionally, dyslexia therapists are rarely provided with professional development that supports culturally responsive adaptation of structured literacy instruction. The purpose of this qualitative study was to examine how middle school dyslexia therapists made meaning of their participation in a culturally informed professional development experience and how this experience influenced their perceptions of navigating the tension between program fidelity and instructional responsiveness. Grounded in sociocultural theory, Culturally Responsive Teaching and the Brain, Historically Responsive Literacy, and the Active View of Reading, the study positioned professional development as a catalyst for instructional transformation. The professional development centered the RRS Framework for Transformative Literacy™, which emphasizes v Relevance, Responsiveness, and Sustainability. Data were collected from a purposive sample of middle school dyslexia therapists and included semi-structured interviews, reflective journals, professional development artifacts, and a focus group. Data were analyzed using Interpretative Phenomenological Analysis to explore participants’ lived experiences and meaning-making processes. Findings revealed a shift from compliance-driven instruction toward more intentional, reflective, and student-centered practices. Seven themes emerged, including redefined understandings of fidelity, expanded conceptions of culture, increased teacher reflexivity, and the enactment of instructional responsiveness in real time. Participants developed more adaptive approaches to navigating the tension between fidelity and responsiveness, suggesting a move toward pedagogical integrity, where evidence-based instruction and culturally informed responsiveness coexist. This study demonstrates that structured literacy and culturally informed practices can be meaningfully integrated rather than positioned as competing approaches. The findings highlight the importance of professional development that supports teacher decision-making and introduce the RRS Framework for Transformative Literacy™ as a practitioner-informed model that embeds relevance, responsiveness, and sustainability within literacy instruction. Keywords: dyslexia, culturally informed pedagogy, structured literacy, professional development, teacher perceptions, Interpretative Phenomenological Analysis

Advisor

Tami Morton

Subject Categories

Education

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