Master's Degree Thesis, December 1996

The primary focus of this study was to address whether academic intervention would further the acceptance dyslexic children and their parents. The children and their parents were placed into groups based on how long the child has been receiving academic intervention after a diagnosis of dyslexia from The Tennessee Center for the Study and Treatment ofDyslexia at Middle Tennessee State University. Forty student participants and 40 parent participants were asked to complete the Survey of Acceptance by Gilligan and Evers (SAGE). Analyses of variance were conducted to analyze the data. It was found that for child respondents there were no differences in acceptance of their learning disability based upon the amount of time that intervention had occurred. Parents of children with 6 months or more intervention were found to have higher levels of acceptance and anger than their counterparts whose children had less than 6 months of intervention.