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

Autor/inn/en	MacCullagh, Lois; Bosanquet, Agnes; Badcock, Nicholas A
Titel	University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies.
Quelle	In: Dyslexia, (2017) 1, S.3-23Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.1544
Schlagwörter	University; Support; Higher education; Adults; Study skills; Dyslexia; Learning
Abstract	People with dyslexia are vastly under‐represented in universities (Katusic et al., , Richardson & Wydell, ; Stampoltzis & Polychronopoulou, ). 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. Copyright © 2016 John Wiley & Sons, Ltd.
Erfasst von	OLC
Update	2022/1/02