Learning and Study Strategies in University Students with Dyslexia: Implications for Teaching (original) (raw)

University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies

Dyslexia, 2016

This situation is of concern for modern societies that value social justice. This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success. Thirteen students with dyslexia and 20 non-dyslexic peers were interviewed about their university learning experiences using a semi-structured qualitative approach. Students with dyslexia described engaging in learning activities intensively, frequently and strategically. They reported challenges and strengths relating to study skills, lectures, assessments, technology and support services. They also described helpful strategies including self-directed adaptive techniques, provisions from lecturers and assistance from the university. These findings suggest that students with dyslexia experience broad challenges at university, but helpful strategies may be available.

Learning strategies and study approaches of postsecondary students with dyslexia

Journal of Learning …, 2008

The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students without dyslexia. Moreover, university students with dyslexia were significantly more likely to report a deep approach to learning in comparison to university students without dyslexia. Reading ability correlated positively with selecting main ideas and test taking strategies and negatively with use of study aids. The authors interpret the learning strategy results as consequences of and compensations for the difficulties that students with dyslexia have in word reading.

Dyslexia and Academic Success. What enables dyslexic students to advance to higher education

2015

The focus of the study was to identify what common features enables dyslexic students to achieve higher education. This was done by interviewing nine dyslexic students that had successfully achieved higher education and were currently studying at Reykjavík University (HR). The study also focused on upper secondary school experience of the students, with a emphasis on foreign language learning. A teacher of a dyslexia course was also interviewed to get a broader experience on the topic. The findings of the research was that the participants commonly indicated that they had received support that helped them achieve higher education. Another finding of the study was that the participants all had characteristics that helped them become successful; perseverance and maturity. Motivation and self-esteem was also reported to help these students. Other findings were that the participants found foreign language learning difficult. English was reported to be especially difficult, as few of the...

Strengths, challenges, and learning strategies of students with dyslexia at Australian universities: An online mixed-methods survey

2020

Dyslexia generally affects reading and spelling, but not intelligence (International Dyslexia Association, 2018). Students with dyslexia can succeed at university, but related challenges can affect wellbeing and attainment (Alexander-Passe, 2015; Mortimore & Crozier, 2006; Richardson, 2015). Research literature has described many potential strengths and learning strategies of students with dyslexia, which could help overcome challenges (MacCullagh et al., 2017; Pino & Mortari, 2014). However, few quantitative comparisons have been conducted between dyslexic and non-dyslexic groups, nor between different learning strategies. Thus, it is not known if university students with and without dyslexia differ significantly on academic strengths, challenges, or learning strategies. Nor is it known if students with dyslexia consider any specific strategies more helpful than other strategies. To begin resolving these uncertainties, an online mixed methods survey was conducted, recruiting 70 students with dyslexia formally assessed (D-A) and 58 non-dyslexic peers (ND) from Australian universities. Reported academic strengths were not found to differ significantly between groups. However, average difficulty ratings by the D-A group were significantly higher than for ND peers across all learning and assessment activities surveyed, except essay exams. The D-A and ND groups also differed significantly in usage proportions for some learning strategies, but not on average helpfulness ratings for any strategy. Ranking overall perceived helpfulness of learning strategies for D-A participants by combining usage proportions and average helpfulness ratings for this group indicated 'Reducing Contrast' as the highest ranked strategy, and 'Special Font' the lowest. These quantitative findings were supported by qualitative comments. University students with dyslexia can use evidence from this study when considering which learning strategies to implement. University staff, researchers, and policymakers can also use findings of this study to inform their decisions. Such applications of the study findings could ultimately improve wellbeing and success of university students with dyslexia.

Knowledge, awareness of problems, and support: university instructors’ perspectives on dyslexia in higher education

European Journal of Special Needs Education, 2019

The present study examines the perspectives of 234 university instructors (UI) about (1) problems they see for students with dyslexia (StD), (2) the support they would need in order to be able to teach StD, and (3) the help they currently provide StD. In addition, information on instructors' dyslexia-related knowledge was collected. The results showed that while instructors are informed about dyslexia itself to some extent, they lack basic information about certain aspects, particularly diagnostics and dealing with StD in an appropriate way. Legal uncertainty aggravates this problem. A third of the instructors had provided assistance to StD in the past, but support is limited to compensational measures in exams. We argue that UI should receive more practical information concerning the above points and that support for StD should facilitate the learning process rather than (just) take the form of compensatory measures in exams.

Dyslexia and Academic Life

2020

This chapter intends to discuss the experiences of university students with dyslexia and academic learning and assessment. It intends to challenge the traditional access to and production of examinations and to separate the ability to retrieve and produce verbal visual print from academic learning and performance in order to propose a model where educational systems join the fourth revolution. The intention is to address the brain drain that communities experience when students with Dyslexia are not able to show what they really know, due to possibly archaic access to and production of academic learning and assessment. The use of technology and independent access to printed material will also be discussed. The framework of this chapter is the Kannangara model of dyslexia: from Languishing to Thriving with Dyslexia. When reading this chapter, one also needs to remember that, whilst I refer to dyslexia, this profile more often than not co-occurs with other learning challenges and is o...

The representation and attainment of students with dyslexia in UK higher education

Reading and Writing, 2003

Using a database of all students in higher education in the UK in 1995-1996, students with dyslexia and those with no reported disability were compared in terms of demographic properties, programmes of study and academic attainment. Students with dyslexia constituted 0.42% of all students resident in the UK. Their representation varied with age, gender, ethnicity and entrance qualifications and with their level, mode and subject of study. Students with dyslexia were more likely to withdraw during their first year of study and were less likely to complete their programmes of study, although with appropriate support the completion rate of students with dyslexia can match that of students with no disabilities. In addition, students with dyslexia who completed first-degree programmes tended to gain a poorer class of honours than students with no reported disability, but 40% obtained firstclass or upper second-class honours. In short, dyslexia may have deleterious consequences for progression, completion and achievement in higher education, but it is by no means incompatible with a high level of success, given appropriate commitment on the part of the students and appropriate resources on the part of their institution.

Cognitive Profile of Students with Dyslexia Entering Postsecondary Education

The Wiley Handbook of Adult Literacy, 2019

Internationally, an increase in the numbers of students with dyslexia in higher education is noticeable. Consequently, more and more information has been collected on the cognitive profile of these students compared to their non-disabled peers. In this chapter an overview is provided on the cognitive functioning of this group of students and the implications these characteristics may have on their academic functioning. Furthermore, this review provides a theoretical framework for the optimization of guidance protocols for students with dyslexia in higher education.

Learning with dyslexia in secondary school in New Zealand: What can we learn from students' past experiences

Australian Journal of Learning Difficulties, 2010

This study uses an interpretive approach to present the prior secondary school experiences of four students with dyslexia now studying at university. Students with dyslexia in Aotearoa/New Zealand have had to contend with a compulsory education system that has not recognised their learning struggles nor supported their particular ways of learning. Students have had to develop their own support strategies to complete educational qualifications. Students' experienced teacher and system ignorance of their learning difficulties and needs. Inappropriate support offered in an ad hoc manner impacted on their success. Despite this all students developed their own strengths and support networks, which helped them to progress in their education. The success of these networks influenced their decision to continue onto university. Students perceived their learning with dyslexia as different from their peers and creating difficulties within the existing educational system, but not disabling.

Cognitive profile of students who enter higher education with an indication of dyslexia

2012

For languages other than English there is a lack of empirical evidence about the cognitive profile of students entering higher education with a diagnosis of dyslexia. To obtain such evidence, we compared a group of 100 Dutch-speaking students diagnosed with dyslexia with a control group of 100 students without learning disabilities. Our study showed selective deficits in reading and writing (effect sizes for accuracy between d= 1 and d= 2), arithmetic (d≈ 1), and phonological processing (d> 0.7).