2021 Faculty Research Poster Session and Research Fair
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Browsing 2021 Faculty Research Poster Session and Research Fair by Author "Coneway, Betty"
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Item Dyslexia and The School Counselor(2021-03-04) Behl, Malvika; Denton, Kenneth; Simmons, Michelle; Coneway, Betty; Shin, MikyungDyslexia affects about 15 to 20 percent of people within the United States. Most of the time dyslexia is diagnosed within the school system. The researchers reviewed the parent perspective of the diagnosis of young people before, during, and after the diagnosis. Analysis of the collected data helped identify the different emotional and mental health concerns parents have for children either diagnosed with or suspected to have dyslexia. Since there are limited studies that review the school counselor’s experience working with children suspected or diagnosed with dyslexia, the findings from this study help understand the different problems school counselors can focus on to help the mental health concerns of children suspected or diagnosed with dyslexia. Using the research data, the poster will address the different concomitant mental health needs of children suspected or diagnosed with dyslexia in schools and suggest ways in which school counselors can help them with the challenges.Item Parent Perspectives of the Dyslexia Diagnosis Process(2021-03-04) Denton, Kenneth; Coneway, Betty; Simmons, Michelle; Shin, Mikyung; Behl, MalvikaA child who experiences difficulty learning how to read goes through many struggles and exhibits a myriad of symptoms and emotions. This response affects not only the individual child, but greatly impacts the entire family. Watching as your child struggles to learn how to read and not being able to help them can be a devastating feeling. Receiving the news that your child has dyslexia may trigger feelings of frustration, fear, sadness, or helplessness. Additionally, ongoing needs for advocacy, support, effective interventions, and appropriate accommodations for a child with dyslexia can cause continued family stress. A multidisciplinary team of researchers with a shared interest in this issue, representing the fields of school psychology, literacy education, educational diagnostics, special education, and counseling came together to investigate parents’ experiences and perspectives regarding their child’s diagnosis and treatment of dyslexia. The findings from this research study provide insights into the lived experiences of the children and their families with dyslexia; including those who suspect a reading problem, those who are currently going through the assessment process, or those who have already received a diagnosis of dyslexia. From preliminary data analyses, we will present some significant findings gleaned from data collected from this under-researched population. Far-reaching outcomes from this research study include providing valuable information to the fields of education, special education, and dyslexia intervention.Item Planting the Seeds of College and Career Readiness in Preschool(2021-03-04) Coneway, Betty; Hwang, Sang; Goodrich, Jill; Kim, Lyounghee; Egbert, EmileeMany jobs require some type of post-secondary degree or specialized training beyond high school, therefore addressing college and career readiness concepts at an early age may influence young children‚Äôs future success. This mixed-methods authentic case study explores the implementation and challenges of introducing a structured framework to enhance the culture of universal achievement at one non-profit preschool in a rural hub city. The research site is non-profit preschool accredited by the National Association for the Education of Young Children (NAEYC) which serves predominantly low-income families. The purpose of the study was to discover how the core beliefs of the No Excuses University (NEU) program have influenced awareness of post-secondary opportunities and prospects for educational achievement. Participants included 18 preschool faculty/staff members, 37 parents of preschool students, and 31 preschool students. Adult participants answered online survey questions, while preschool students responded to face-to-face interview questions. Analysis of the collected data revealed that fostering a culture of universal achievement in a preschool setting can enhance young students‚Äô and their families‚Äô awareness of future educational opportunities, increase communication regarding long-term post-secondary goals, and support the development of a positive future story. Conclusions drawn from this study indicate that implementing a structured framework that addresses a variety of educational opportunities can positively influence the child, their parents, members of the school faculty, and the local community. Strategies and effective approaches executed by the preschool include the use of powerful symbolism and multi-faceted collaboration. Some untold challenges to program implementation are discussed. The implications from this research study on early exposure to college and career readiness concepts are applicable to many fields of study.