Learning strategies and study approaches of postsecondary students with dyslexia (original) (raw)
Related papers
Learning and Study Strategies in University Students with Dyslexia: Implications for Teaching
Procedia - Social and Behavioral Sciences, 2012
This study examined how dyslexia affects students' ability to benefit from higher education, the strategies that successful students with these problems use, and the support offered by the higher education institutions. Results from interviews, self-reports and testing of 53 university students and 42 lecturers from 3 Swedish universities showed that students with dyslexia have problems with a number of skills and academic tasks, e.g. note taking and expressing ideas in writing. Many of the students described that their difficulties were long-standing and had been experienced already in elementary school. The students seemed to compensate via additional time for examinations, access to dyslexia tutors and support by information technology. The results indicate that there are significant knowledge gaps in the educational institutions regarding students who have dyslexia.
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.
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.
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.
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).
Dyslexia Affecting the Reading Habits of Students
Iconic Research and Engineering Journals, 2020
This paper aims at revealing how the student struggles in the field of reading due to dyslexia. Dyslexia readers lack the ability to comprehend due to poor word attacks skills their sight word vocabulary is very limited. They also often exhibit poor listening skills due to developed language knowledge and comprehension. Reading is generally perceived as a multidimensional skill involving perceptual, linguistic, cognitive and motivational components. Attempts towards a developmental framework for understanding reading are relatively recent. This paper provides a comprehensive account of reading acquisition and how knowledge of the acquisition process can enhance understanding of dyslexia.
International journal of applied research, 2016
This article reviews the body of research on difficulties faced by dyslexic students in educational setup and different teaching methods which played an effective role in enhancing the learning skills of the students. First, we explore the assessment of comprehension and reading difficulties of these students at initial stages. Next we discuss the methodology used in reviewing the literature on different instructional methods for the students with specific focus on dyslexic students. Next we review the body of studies involving instructional methods for improving the comprehension and reading abilities of the students. This is followed by the research on techniques for improving the academic abilities. We conclude with a discussion of ongoing issues in the field with regards to identification, assessment and providing early intervention to dyslexic students, the need to include other computer assisted techniques like teach multiple strategies to students with specific focus on the “...
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...
Annals of Dyslexia, 2014
An increasing number of students with dyslexia register in higher education. As a consequence, information on their pattern of strengths and weaknesses is essential to construct adequate assessment and diagnostic protocols. In a sample of 100 first-year bachelor students with dyslexia and 100 control students, a large pool of cognitive skills were tested using a variety of tests. When we applied an exploratory factor analysis to scores, a model with ten factors fitted the data best. Effect sizes were used to express the processing costs of students with dyslexia. The factors related to reading, spelling, flashed orthography, phonology, naming, math, and reading fluency resulted in large effect sizes. A factor combining all measures for crystallized IQ had a medium effect size. The subtests for fluid intelligence were divided in two separate constructs. Relationships between all subtest scores are visualized and interpreted in a general theoretical and practical framework.