Date of Award

2023

Document Type

Dissertation

Degree Name

Psychology (Ph.D.)

Department

Psychology

First Advisor

Marlene Sotelo-Dynega

Second Advisor

Dawn Flanagan

Third Advisor

Samuel Ortiz

Abstract

One of the most significant educational milestones in a child’s development is learning how to read and write. Phonological and orthographic processing skills are essential in the development of reading and writing. Currently, research exists that provides insight into school psychologists’ knowledge of phonological processing’s impact on reading and writing development and how deficits in this area are evaluated. However, very little is known about the overall level of familiarity school psychologists have with the construct of orthographic processing and how deficits are evaluated at the school level. The following study investigated the knowledge school psychologists have regarding orthographic processing. This study examined 197 school psychologists practicing throughout the United States on their training, assessment practices, and their overall knowledge of the concept of orthographic processing. Exploratory analyses highlighted that while School Psychologists are familiar with the construct of orthographic processing, their level of knowledge and confidence with identifying deficits in students is restricted due to many variables that involve lack of training and resources. Implications for graduate training programs, school districts, and continuing education programs are discussed.

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