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

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.

Pragmatic competence and its relationship with the linguistic and cognitive profile of young adults with dyslexia

“…We thus take the current findings as preliminary with respect to a larger scale assessment aiming at identifying the major communicative problems in university students with dyslexia, which would provide further insight into the factors potentially contributing to academic success and ultimately social integration for these learners (MacCullagh, Bosanquet, & Badcock, 2017). Although the sample size is comparable with previous literature, a larger sample is needed, especially for a more reliable estimation of the frequency of the pragmatic deficit in this population.…”

“…Although the sample size is comparable with previous literature, a larger sample is needed, especially for a more reliable estimation of the frequency of the pragmatic deficit in this population. We thus take the current findings as preliminary with respect to a larger scale assessment aiming at identifying the major communicative problems in university students with dyslexia, which would provide further insight into the factors potentially contributing to academic success and ultimately social integration for these learners (MacCullagh, Bosanquet, & Badcock, 2017). The results might, moreover, help design increasingly effective teaching aids, materials, and strategies.…”

Self‐efficacy in undergraduate students with dyslexia: a mixed methods investigation

“…Students may also feel inferior compared to similar‐aged peers who are learning to read at a quicker pace (Riddick et al, ). These difficulties persist into higher education where students with dyslexia face a set of broad challenges to their learning and self‐perception (MacCullagh et al, ) and often receive lower pass rates for degrees (Richardson, ). For some time, educators have acknowledged that students’ beliefs about their academic capabilities play an essential role in their motivation to achieve (Zimmerman, ), which (among other motivational factors) makes self‐efficacy an important topic to investigate.…”

Students’ experiences of academic success with dyslexia: A call for alternative intervention

“…This is also echoed in recent research from MacCullagh et al . () whose dyslexic participants reported the need for intense and frequent engagement in university learning tasks, which required a great deal of effort.…”