How University Students with Reading Difficulties Are Supported in Achieving Their Goals

Autor/inn/en	Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik
Titel	How University Students with Reading Difficulties Are Supported in Achieving Their Goals
Quelle	In: Journal of Learning Disabilities, 48 (2015) 3, S.323-334 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413505773
Schlagwörter	College Students; Reading Difficulties; Social Networks; Computer Mediated Communication; Interpersonal Relationship; Goal Orientation; Social Support Groups; Job Search Methods; Academic Achievement; Academic Support Services; Skill Development; Academic Accommodations (Disabilities); Financial Support; Mental Health; Health Services; Mixed Methods Research; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Collegestudent; Reading difficulty; Leseschwierigkeit; Social network; Soziales Netzwerk; Computerkonferenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zielorientierung; Zielvorstellung; Social support; Soziale Unterstützung; Arbeitsplatzsuchtheorie; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Finanzielle Förderung; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Ausland; Kanada
Abstract	We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01