Learning Strategies and Study Approaches of Postsecondary Students With Dyslexia

Abstract

The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students without dyslexia. Moreover, university students with dyslexia were significantly more likely to report a deep approach to learning in comparison to university students without dyslexia. Reading ability correlated positively with selecting main ideas and test taking strategies and negatively with use of study aids. The authors interpret the learning strategy results as consequences of and compensations for the difficulties that students with dyslexia have in word reading.

Learning Methodologies for Learners with Dyslexia

“…In their research on the reading abilities of postsecondary learners with dyslexia, Kirby, Silvestri, Allingham, Parrila, and La Fave (2008) determined that postsecondary learners with dyslexia can achieve their desired academic goals even if their learning process is significantly impeded. The results of this research are a good indication that special teaching methods are necessary for postsecondary learners with dyslexia as much as for the younger learners.…”

“…The results of this research are a good indication that special teaching methods are necessary for postsecondary learners with dyslexia as much as for the younger learners. According to Kirby, et al (2008):…”

“…Moreover, learners with dyslexia, as with any other learners with learning disabilities, are less likely to report that disability to their professors or educational officials. According to the findings of Kirby, et al (2008), Many students, however, do not disclose their [learning disabilities] LD upon admission to postsecondary institutions. Based on this lack of disclosure, Horn and Berktold (1999) estimated the proportion of undergraduate students with LD in the United States to be 1.61% (p. 85).…”

“…These methods were identified in the Learning and Study Strategies Inventory (LASSI). According to Kirby, et al (2008), "four LASSI scales measure the self-regulation component of strategic learning: Concentration, Time Management, Self-Testing, and Study Aids" (p. 86).…”

Estilos intelectuais e estratégias de aprendizagem: percepção de professores do ensino fundamental

“…Dessa forma, tais estratégias podem ser ensinadas aos alunos com o objetivo de evitar o fracasso escolar, pois possibilita ao aluno diminuir suas dificuldades e aprender a controlar os fatores que interferem no seu desempenho acadêmico, melhorando sua aprendizagem (Boruchovitch, 1994;Silva & Sá, 1997). Há indicadores na literatura científica (Capellini & Oliveira, 2013;Egeland, Johansen, & Ueland, 2010;Kirby, Silvestri, Allingham, Parrila, & La Fave, 2008;Knouse, Anastopoulos, & Dunlosky, 2012) que mostram que alunos com diagnóstico de Dislexia e Transtorno de Déficit de Atenção/ Hiperatividade-TDAH podem apresentar dificuldades no uso de estratégias de aprendizagem; portanto, é importante que o professor conheça sobre os transtornos para poder intervir da melhor forma no desenvolvimento das estratégias.…”