An assessment of anxiety levels in dyslexic students in higher education

Carroll, Julia M.; Iles, Jane

doi:10.1348/000709905x66233

Cited by 192 publications

(172 citation statements)

References 18 publications

Supporting

Mentioning

135

Contrasting

Unclassified

Order By: Relevance

“…While this kind of pressure may be felt more widely, it is arguably of greater concern for students who have additional difficulties with word finding or clarity when speaking, and in students who are more likely to experience learning-related anxiety. There is significant evidence that people with dyslexia experience higher levels of anxiety and stress (Carroll and Iles 2006;riddick et al 1999), and some evidence that there is specific anxiety linked to self-doubt about one's intelligence in academic contexts (mugnaini et al 2009;Polychroni, Koukouri, and anagnostou 2006), which has a knock on effect for self-esteem and subsequent decisions to opt out; and potentially leads to a conclusion they should 'forget it. It's not worth it ' (mcnulty 2003, 371).…”

Section: H: [Yes] R: Sitting In My Bedroom Writing It Then [Whhh Imentioning

confidence: 99%

“…Yet there is strong evidence that people with the dyslexia label do face particular difficulties in relation to specific difficulties in particular cognitive domains (for example, Nicolson and Fawcett 2008;Shaywitz and Shaywitz 2005;Snowling 1995;Stein 2001) and that these have implications for study in higher education (Farmer, riddick, and Sterling 2002;Hatcher, Snowling, and Griffiths 2002;Mortimore and Crozier 2006;Pino and Mortari 2014). There is also evidence that dyslexic adults have lower self-esteem in educational contexts (Carroll and Iles 2006;Madriaga 2007;Riddick et al 1999), and often have to manage memories of very challenging experiences at school which continue to impact upon their adult educational experiences (for example , Madriaga 2007;Mcnulty 2003). Some of these students also seem to find a lack of understanding of the difficulties they face (for example, riddick 2003); or they experience social discomfort in relation to dyslexia (for example, Hellendoorn and Ruijssenaars 2000).…”

Section: Introduction and Literaturementioning

confidence: 99%

See 1 more Smart Citation

Beyond cognitive deficit: the everyday lived experience of dyslexic students at university

Cameron

2016

Disability & Society

View full text Add to dashboard Cite

the 301 student skills and Development centre, the University of Sheffield, Sheffield, UK Points of interest• This article is of interest to students with specific learning difficulties, educators and specialist practitioners in higher education, educational psychologists and speech and language therapists.• This article explores the lived experience of students with a label of dyslexia.• This article identifies some of the ways in which dyslexia interacts with specific educational contexts.• This article helps to highlight some of the disabling aspects connected to dyslexia which may not be clear from cognitive assessment.• This article supports the argument that dyslexia is indeed disabling, and that these disabling aspects arise from an interaction between cognitive difficulty, environmental expectation and pressure, and individuals' educational experiences. ABSTRACT This study explores the lived experiences of three dyslexic university

show abstract

Section: H: [Yes] R: Sitting In My Bedroom Writing It Then [Whhh Imentioning

confidence: 99%

Section: Introduction and Literaturementioning

confidence: 99%

Beyond cognitive deficit: the everyday lived experience of dyslexic students at university

Cameron

2016

Disability & Society

View full text Add to dashboard Cite

show abstract

“…In children with normal intelligence and educational opportunities, dyslexia manifests as an inability to reach normal reading and spelling skills that persists throughout the lifespan (1,2). These reading and spelling difficulties not only limit education success (2), but also frequently lead to social and emotional problems (3). However, dyslexic persons can learn to compensate for their difficulties and successfully graduate from college (4).…”

mentioning

confidence: 99%

Dysfunction of the auditory thalamus in developmental dyslexia

Díaz¹,

Hintz²,

Kiebel

et al. 2012

Proc. Natl. Acad. Sci. U.S.A.

154

View full text Add to dashboard Cite

Developmental dyslexia, a severe and persistent reading and spelling impairment, is characterized by difficulties in processing speech sounds (i.e., phonemes). Here, we test the hypothesis that these phonological difficulties are associated with a dysfunction of the auditory sensory thalamus, the medial geniculate body (MGB). By using functional MRI, we found that, in dyslexic adults, the MGB responded abnormally when the task required attending to phonemes compared with other speech features. No other structure in the auditory pathway showed distinct functional neural patterns between the two tasks for dyslexic and control participants. Furthermore, MGB activity correlated with dyslexia diagnostic scores, indicating that the task modulation of the MGB is critical for performance in dyslexics. These results suggest that deficits in dyslexia are associated with a failure of the neural mechanism that dynamically tunes MGB according to predictions from cortical areas to optimize speech processing. This view on task-related MGB dysfunction in dyslexics has the potential to reconcile influential theories of dyslexia within a predictive coding framework of brain function.functional MRI | speech recognition | auditory processing | magnocellular

show abstract

“…As T:1 described, this introduced some tension when a student was away for a week resulting in her receiving less badges overall: "then sometimes it [classDojo] had both students up there and then one of the students could see the marks for both students and because one was away one week she had much less marks and it looked a bit… and I'm thinking 'oh'." This unexpected consequence introduced a comparative element between students that can be discouraging for students with dyslexia [7,36]. While this comparison arose as a result of the teaching context (i.e.…”

Section: Pedagogy and Classdojomentioning

confidence: 99%

Using Gamification to Motivate Students with Dyslexia

Gooch¹,

Vasalou²,

Benton³

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

The concept of gamification is receiving increasing amounts of attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a series of provisional design recommendations, presented within the paper, regarding how gamification platforms could be optimised for students with dyslexia. We also examine the benefits of our exploratory approach with regards to theory building that can be tested in confirmatory research. We conclude by arguing that our work can serve as a springboard for discussing how gamification platforms could be of use for students with other special educational needs.

show abstract

An assessment of anxiety levels in dyslexic students in higher education

Abstract: Background: It has long been hypothesized that children with learning disabilities,

Cited by 192 publications

References 18 publications

Beyond cognitive deficit: the everyday lived experience of dyslexic students at university

Beyond cognitive deficit: the everyday lived experience of dyslexic students at university

Dysfunction of the auditory thalamus in developmental dyslexia

Using Gamification to Motivate Students with Dyslexia

Contact Info

Product

Resources

About