{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,19]],"date-time":"2026-05-19T04:10:19Z","timestamp":1779163819903,"version":"3.51.4"},"reference-count":33,"publisher":"Springer Science and Business Media LLC","issue":"3","license":[{"start":{"date-parts":[[2025,9,24]],"date-time":"2025-09-24T00:00:00Z","timestamp":1758672000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,9,24]],"date-time":"2025-09-24T00:00:00Z","timestamp":1758672000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2025,10]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>In an effort to increase the dyslexia knowledge of future classroom teachers, in 2022, the state of Louisiana passed Act 607, which requires all students seeking Louisiana teacher certification to complete a three-credit hour course specific to dyslexia starting in the 2024\u20132025 school year. With the implementation of the inaugural dyslexia courses in Fall 2024, this study examined the experience of creating and implementing this new course from the perspectives of the instructors and the teacher education students at a public state university. Utilizing an embedded case study approach, data sources included the course syllabus, course instructional materials, student surveys and reflections, and instructor analytic notes and reflections. The findings reveal the surprises, successes, and obstacles experienced by participants in this newly required course, offering practical insights for adapting legislative mandates into effective educational practices. This study provides a framework for universities nationwide to enhance literacy instruction within teacher preparation programs, contributing to the broader effort of improving outcomes for students with dyslexia.<\/jats:p>","DOI":"10.1007\/s11881-025-00341-2","type":"journal-article","created":{"date-parts":[[2025,9,24]],"date-time":"2025-09-24T20:51:09Z","timestamp":1758747069000},"page":"592-615","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["A case study of a new dyslexia course created for university teacher preparation programs"],"prefix":"10.1007","volume":"75","author":[{"ORCID":"https:\/\/orcid.org\/0009-0009-1196-1054","authenticated-orcid":false,"given":"Mitzi","family":"Berryhill","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Kayla","family":"Reggio","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Kim","family":"Skinner","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Laura","family":"Piestrzynski","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Estanislado S.","family":"Barrera IV","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2025,9,24]]},"reference":[{"issue":"3","key":"341_CR1","first-page":"5","volume":"4","author":"C Austin","year":"2023","unstructured":"Austin, C., Stevens, L., Demchack, A., & Solari, E. (2023). Orton-gillingham: Which aspects are supported by research, and which require additional research? The Reading League Journal, 4(3), 5\u201315.","journal-title":"The Reading League Journal"},{"issue":"2","key":"341_CR2","first-page":"61","volume":"72","author":"L Cassidy","year":"2021","unstructured":"Cassidy, L., Reggio, K., Shaywitz, B., Holahan, J., & Shaywitz, S. (2021). Dyslexia in incarcerated men and women: A new perspective on reading disability in the prison population. The Journal of Correctional Education, 72(2), 61\u201381.","journal-title":"The Journal of Correctional Education"},{"issue":"4","key":"341_CR3","doi-asserted-by":"publisher","first-page":"798","DOI":"10.1044\/2018_LSHSS-DYSLC-18-0020","volume":"49","author":"AM D\u2019Mello","year":"2018","unstructured":"D\u2019Mello, A. M., & Gabrieli, J. D. E. (2018). Cognitive neuroscience of dyslexia. 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Assessing phonological awareness in Italian children with and without developmental dyslexia: The contribution of a new pseudo word blending task. School Psychology International, 39(5), 470\u2013489.","journal-title":"School Psychology International"},{"issue":"3","key":"341_CR6","doi-asserted-by":"publisher","first-page":"145","DOI":"10.1177\/0731948720931870","volume":"44","author":"JM Fletcher","year":"2021","unstructured":"Fletcher, J. M., Francis, D. J., Foorman, B. R., & Schatschneider, C. (2021). Early detection of dyslexia risk: Development of brief, teacher-administered screens. Learning Disability Quarterly, 44(3), 145\u2013157.","journal-title":"Learning Disability Quarterly"},{"key":"341_CR7","doi-asserted-by":"publisher","unstructured":"Gearin, B., Turtura, J., Keme\u2019enui, E. J., Nelson, N. J., & Fien, H. (2020). A multiple stream analysis of recent changes to state-level dyslexia education law. 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