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

Lois MacCullagh, Agnes Bosanquet, Nicholas A. Badcock

Research output: Contribution to journalArticle

17 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)3-23
Number of pages21
JournalDyslexia
Volume23
Issue number1
DOIs
Publication statusPublished - Feb 2017
Externally publishedYes

Fingerprint Dive into the research topics of 'University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies'. Together they form a unique fingerprint.

  • Cite this