Academic Achievement of University Students with Dyslexia

Abstract

Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students.

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

“…Challenges became evident across most aspects of university learning experiences for students with dyslexia. The patterns reported by students with dyslexia in this study broadly confirm and support those reported in previous research (Pino & Mortari, ; Olofsson, Taube, and Ahl, ), including difficulties with note‐taking, reading journal articles and course books, technology, accessibility and adjustments. Although some students will overcome these difficulties, the additional effort may lead to greater frustration and lower completion rates than might otherwise be expected.…”

“…Positive themes included appreciation for engaging speaking style and flexible lecture formats, deep engagement with learning tasks and use of many self‐directed learning strategies that could be viewed as strengths. These findings are consistent with those of previous researchers (Kirby et al ., ; Pino & Mortari, ; Olofsson, Taube, and Ahl, ), who found that students with dyslexia used deep learning strategies more often than their non‐dyslexic peers and used more study aids and coping strategies. These types of characteristics and behaviours tend to be highly sought after in workplaces.…”

“…Key studies into mathematical skills revealed general mathematics anxiety (Jordan, McGladdery & Dyer, 2014), difficulties with multiplication (Callens, Tops & Brysbaert, 2012) and difficulties with multi-staged mathematical equations (Perkin and Croft, 2007) among dyslexic students. Studies into other cognitive reported difficulties with concentration, listening, organization and memory (Mortimore & Crozier, 2006;Olofsson, Ahl and Taube, 2012;Olofsson, Taube & Ahl, 2015).…”

Training RAN or reading? A telerehabilitation study on developmental dyslexia

“…The lack of timely rehabilitation and delayed or poorly effective treatments may have long-term effects on educational opportunities and vocational opportunities and success (Ghidoni & Angelini, 2011;Olofsson, Taube, & Ahl, 2015). As a result, the significant reading deficits of individuals with DD impact on daily life to such an extent that they may contribute to the high incidence of overlap with other psychological disorders (Huc-Chabrolle, Barthez, Tripi, Barthélémy, & Bonnet-Brilhault, 2010;Mammarella et al, 2016).…”

„Ég virðist alltaf falla á tíma“: Reynsla nemenda sem glíma við námsvanda í Háskóla íslands

“…Þá hafa rannsóknir sýnt að háskólanemar sem eiga við námsvanda að stríða, svo sem vegna námserfiðleika, persónulegra erfiðleika eða tungumálaerfiðleika, standa frammi fyrir meiri hindrunum í námi en aðrir. Þeir eru lengur að ljúka háskólanámi, fá laegri einkunnir og eiga fremur á haettu að hverfa frá námi en aðrir nemendur (Advokat, Lane og Luo, 2011;Budd, Fichten, Jorgensen, Havel og Flanagan, 2016;Erten, 2011;Newman o.fl., 2011;Olofsson, Taube og Ahl, 2015).…”