ORCID
0009-0000-7488-5719
Subject Area
Education
Abstract
The International Dyslexia Association (IDA) revised its definition of dyslexia in 2025, removing the requirement that reading difficulties be "unexpected in relation to other cognitive abilities." This change has the potential to expand access to dyslexia identification and intervention for students with a wider range of cognitive abilities, including those with borderline IQ scores who have historically been underserved by traditional dyslexia identification practices. As this population grows, there is a need for evidence-based literacy interventions that address both decoding and language comprehension while accommodating increased cognitive support needs.
The overarching goal of this dissertation was to examine how comprehensive early literacy instruction can better support students with intensive reading needs, including those with and at risk for dyslexia under the revised IDA definition. Grounded in the Simple View of Reading, this dissertation includes three complementary papers that collectively evaluate an intensive literacy intervention, investigate its effectiveness for an emerging population of learners, and translate the findings into practical recommendations for educators.
The first paper synthesized the existing research on Friends on the Block (FOTB), a comprehensive early literacy intervention grounded in the principles of Structured Literacy. Across five intervention studies representing 83 students with disabilities and intensive literacy needs, findings indicated positive effects on literacy outcomes, particularly code-focused skills, while also demonstrating strong methodological quality.
The second paper examined the efficacy of FOTB for a subgroup of students with characteristics of dyslexia drawn from a larger randomized controlled trial. A post hoc subgroup analysis of 56 elementary students who demonstrated intensive literacy needs and had IQ scores of 70 or above found statistically and educationally significant advantages for students receiving FOTB on measures of word reading, oral reading fluency, and reading comprehension, with effect sizes ranging from 0.34 to 1.04. No significant advantages were found on language comprehension measures, highlighting an important area for future intervention development.
The third paper translated these findings into practical guidance for educators by presenting evidence-based recommendations designed to reduce cognitive load while supporting both decoding and language comprehension. Although illustrated with examples from FOTB, the recommendations are intended to be applicable across instructional settings and literacy programs.
Collectively, this dissertation provides preliminary evidence that comprehensive, structured literacy instruction designed to support students with intensive learning needs may also benefit students identified with dyslexia under the revised IDA definition. The findings emphasize the importance of matching instruction to individual learner characteristics rather than relying solely on diagnostic labels and contribute to the growing evidence base supporting comprehensive literacy instruction for students with diverse learning profiles.
Degree Date
Summer 2026
Document Type
Dissertation
Degree Name
Ph.D.
Department
Teaching and Learning
Advisor
Jill Allor
Number of Pages
117
Format
.docx
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Gregor, Charlotte S., "Until Everyone Can Read: Literacy Instruction For Students With And At Risk For Dyslexia Identification Under The New International Dyslexia Association (IDA) Definition" (2026). Teaching and Learning Theses and Dissertations. 27.
https://scholar.smu.edu/simmons_dtl_etds/27
