Compensating for Reading Difficulties: A Qualitative Investigation of University Students' Experiences of Influential Personal Characteristics

Autor/inn/en	Corkett, Julie K.; Hein, Serge F.; Parrila, Rauno
Titel	Compensating for Reading Difficulties: A Qualitative Investigation of University Students' Experiences of Influential Personal Characteristics
Quelle	In: Exceptionality Education International, 18 (2008) 2, S.51-68 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Qualitative Research; Undergraduate Students; Individual Characteristics; Reading Difficulties; Help Seeking; Interpersonal Relationship; Student Motivation; Self Efficacy + Suchen Sie Ihr Suchwort? Qualitative Forschung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Reading difficulty; Leseschwierigkeit; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit
Abstract	This study involved a qualitative examination of the personal characteristics that university students saw as important in helping them to compensate for their reading difficulties at various stages of their education. The sample consisted of 10 undergraduate students or recent graduates who reported a significant history of reading difficulties. Data were collected using in-depth, open-ended interviews with each participant. These data were then analyzed using a form of whole text analysis and resulted in four major themes: seeking assistance from others, developing positive relationships with others, being highly motivated to achieve, and maintaining a belief in one's abilities. The findings highlight the broad range of factors that can influence motivation and self-concept and the wide variety of people who can be involved in providing assistance to individuals with reading difficulties. The implications of the findings for educational practice and for further research are discussed. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10