Writing Issues in College Students with Learning Disabilities: A Synthesis of the Literature from 1990 to 2000

Li, Huijun; Hamel, Christine

doi:10.2307/1593683

Cited by 35 publications

(40 citation statements)

References 32 publications

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“…This is supported by the results of a metanalysis carried out on children, which found little validity in the use of IQ in identifying students with dyslexia (Stuebing et al 2002). Variation in the specific tests used to diagnose dyslexia may also lead to a blurring of the boundaries of diagnosis between students (Li and Hamel 2000;Rorebraugh 2000). This would not explain why more students are coming forward for testing and, in any case, most of the students display other features of SpLD such as deficient organisational skills and problems with short term memory.…”

Section: Percentage (%)mentioning

confidence: 97%

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How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations?

Gibson

Leinster

2011

Adv in Health Sci Educ

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There are an increasing number of students with learning difficulties attending university, and currently much debate about the suitability and ability of students with dyslexia at both medical school and once they graduate into clinical practice. In this study we describe the performance of students with dyslexia compared to fellow students in extended matching questions (EMQ), short answer question (SAQ) and observed structured clinical examinations (OSCE) and discuss the implications of differences identified. End of year assessment results for 5 cohorts of medical students were analysed. Students with dyslexia did less well overall in all assessment types in year 1 but this difference was not evident in later years. Dyslexic students who were allowed extra time in written assessments did better than dyslexic students who did not have their assessment concessions in place. When station type within OSCE assessments was analysed students with dyslexia did less well in both examination skills and data interpretation stations in years 1, 2 & 3. In conclusion, differences in performance in written assessments are only evident early in training and may be partly due to delayed adjustment to medical school or implementation of assessment concessions. Performance in individual OSCE stations is dependent on station type. Why students with specific learning difficulties (SpLDs) perform less well in examination skills and data analysis OSCE stations requires further investigation.

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Section: Percentage (%)mentioning

confidence: 97%

“…Engagement with student services, determination and motivation have all been shown to increase success (Heiman and Parecel 2003;Raskind et al 1999;Reiff et al 1992). Although the success of specific educational interventions has been hampered by a lack of research in this area (Li and Hamel 2000).…”

Section: Introductionmentioning

confidence: 99%

How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations?

Gibson

Leinster

2011

Adv in Health Sci Educ

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“…Of course, different investigators use different ICTs; in several instances these are multipurpose products designed especially for the study. Indeed, Li and Hamel (2003), who undertook a systematic review of ICTs and students with LDs for the period 1990 to 2000, found only four empirical studies of effectiveness. Our own literature review, conducted in 2012, also revealed a shocking paucity of empirical studies and no conclusive findings.…”

Section: Recommendationsmentioning

confidence: 99%

Information and Communication Technology Profiles of College Students with Learning Disabilities and Adequate and Very Poor Readers

Fichten¹,

Nguyen²,

King³

et al. 2013

JEL

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We interviewed 58 experts (30 in French, 28 in English) about potentially useful information and communication technologies (ICTs) for Québec college students with a learning disability (LD) and evaluated whether college students with an LD (n = 74), in fact, used these. We also compared ICT use, learning opportunities, and attitudes among three groups of students from Montreal area French and English language colleges: (1) students with an LD, and (2) students who, based on a reading comprehension test, were categorized as adequate readers (approximately top 50%) or (3) very poor readers (approximately bottom 20%). Results indicate important discrepancies between the views of the experts and the realities of students with LDs. Moreover, students with an LD use significantly fewer different types of ICTs than those without an LD.

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“…As Lindstrom (2007) comments, there are very few studies on college student writers with learning disabilities. As an illustrative example, Lindstrom reports the systematic review of Li and Hamil (2003) who found 38 empirical studies on the effectiveness of assistive technology for students with learning disabilities between 1990 and 2000, only four of which included postsecondary students.…”

Section: Literature Searchmentioning

confidence: 99%

Are multiple choice tests fair to medical students with specific learning disabilities?

Ricketts

Brice

Coombes

2009

Adv in Health Sci Educ

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The purpose of multiple choice tests of medical knowledge is to estimate as accurately as possible a candidate's level of knowledge. However, concern is sometimes expressed that multiple choice tests may also discriminate in undesirable and irrelevant ways, such as between minority ethnic groups or by sex of candidates. There is little literature to establish whether multiple choice tests may also discriminate against students with specific learning disabilities (SLDs), in particular those with a diagnosis of dyslexia, and whether the commonly-used accommodations allow such students to perform up to their capability. We looked for evidence to help us determine whether multiple choice tests could be relied upon to test all medical students fairly, regardless of disability. We analyzed the mean scores of over 900 undergraduate medical students on eight multiple-choice progress tests containing 1,000 items using a repeated-measures analysis of variance. We included disability, gender and ethnicity as possible explanatory factors, as well as year group. There was no significant difference between mean scores of students with an SLD who had test accommodations and students with no SLD and no test accommodation. Virtually all students were able to complete the tests within the allowed time. There were no significant differences between the mean scores of known minority ethnic groups or between the genders. We conclude that properly-designed multiple-choice tests of medical knowledge do not systematically discriminate against medical students with specific learning disabilities.

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Writing Issues in College Students with Learning Disabilities: A Synthesis of the Literature from 1990 to 2000

Cited by 35 publications

References 32 publications

How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations?

How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations?

Information and Communication Technology Profiles of College Students with Learning Disabilities and Adequate and Very Poor Readers

Are multiple choice tests fair to medical students with specific learning disabilities?

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