Dyslexia in Higher Education

Autor/in	Richardson, Gregory
Titel	Dyslexia in Higher Education
Quelle	In: Educational Research and Reviews, 16 (2021) 4, S.125-135 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Dyslexia; Learning Disabilities; Students with Disabilities; Two Year College Students; Student Experience; Adults; Learning Strategies; Cognitive Style; Coping; Barriers; Resilience (Psychology); Imagination; Academic Achievement; Labeling (of Persons); Skill Development; Academic Support Services + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Studienerfahrung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Bewältigung; Schulleistung; Labeling-Ansatz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The number of students with learning disabilities in post-secondary institutions has grown substantially, and those with dyslexia compile the largest subgroup. This study explores the utility conceptualization of dyslexia by analyzing the subjective experiences of 30 students from two 2-year institutions. Interviews confirmed that these students exhibited dyslexic traits, and the study findings indicated that they used a variety of approaches to succeed academically despite a perceived disability. None of the strategies used were related to repairing a phonological deficit. Instead, these students relied on the development of compensatory skills, e.g., internal strengths, to improve experiences and maximize learning performances. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01