Abstract
In recent years, an increasing number of states has signed into law new guidelines intended to increase pre-service and in-service teacher knowledge of dyslexia. In response to Assembly Bill 1369, signed by Governor Jerry Brown in 2015, the California Department of Education created an electronic document with information about the components of language, developmental characteristics of typical and atypical reading development, and assessment and intervention for students with dyslexia. While this document was published in 2017, it has not yet been implemented in the Teacher Credentialing programs at California State University, Sacramento. In the wake of the COVID-19 global pandemic, which resulted in the cancelation of face to face classes in the teacher credentialing department, a flexible online resource is needed to support general education candidates in understanding of the California Dyslexia Guidelines. Sources of Data Information from the California Dyslexia Guidelines (CDE, 2017) is used as a guide for this project. However, the most current research on dyslexia, conducted between 2018-2020 is also included. Further, scholarly research is consulted on preservice teacher educator knowledge of language constructs, as well as the most effective means for clarifying misunderstandings of dyslexia. Two books by leading scholars in dyslexia are used to shed light on the complexities of reading and the challenges that face students with dyslexia. Conclusions Reached A resource for teaching about the California Dyslexia Guidelines can be created to meet the needs of a range of teacher educators as they balance the curricular demands of their courses. Using current technology tools, time for learning can be optimized. Following adult learning theory, activities that engage critical thinking and problem solving engage preservice teachers in assessing their knowledge and reflecting on their learning.