Supporting children with dyslexia in primary school settings through effective professional development of teachers and classroom assistants: An international scoping review

Abstract Negative educational, social and emotional outcomes regarding dyslexia are evident in the literature. The purpose of this scoping review is to examine the international research to identify the theoretical frameworks, key components, teacher and student outcome measures and barriers/facilitators of professional development (PD) interventions aimed at helping teachers and/or classroom assistants (CAs) support children with dyslexia in primary schools. Arksey and O'Malley's (2005) six‐step framework for conducting a scoping review was used to explore the literature. The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses screening guidelines (PRISMA‐ScR, 2018) for a scoping review were implemented. Findings showed that PD underpinned by theoretical frameworks and evidence‐based reading instruction strategies, known to be successful in improving reading attainment, is the most effective model. Coaching should be a key component of any PD intervention, further facilitated by various effective overlapping components. Individual and contextual factors are considerations when targeting teacher and student outcomes. Common barriers and facilitators, including time, resources and staffing, need to be addressed to ensure a PD intervention's success. Future research is needed to ensure effective PD interventions are available to teachers and CAs supporting students with dyslexia.