Compensating for Reading Difficulties:A Qualitative Investigation of University Students’ Experiencesof Influential Personal Characteristics

Abstract

This study involved a qualitative examination of the personal characteristics that university students saw as important in helping them to compensate for their reading difficulties at various stages of their education. The sample consisted of 10 undergraduate students or recent graduates who reported a significant history of reading difficulties. Data were collected using in-depth, open-ended interviews with each participant. These data were then analyzed using a form of whole text analysis and resulted in four major themes: seeking assistance from others, de-veloping positive relationships with others, being highly motivated to achieve, and maintaining a belief in one’s abilities. The findings highlight the broad range of factors that can influence motivation and self-concept and the wide variety of people who can be involved in providing assistance to individuals with reading difficulties. The implications of the findings for educational practice and for fur-ther research are discussed.

Exploring the Nature of Compensation Strategies in Individuals With Dyslexia

“…This study supported the results of another qualitative analysis of Australian university students with dyslexia who reported developing compensation strategies, and hiding their disability (Tanner, 2009). Other qualitative studies have also demonstrated the importance of the compensation strategies utilized by postsecondary students with dyslexia (Corkett, Hein, & Parrila, 2008; Cowen, 1988). This research evidence using samples of postsecondary students with reading difficulties found that some participants could compensate for their disabilities, providing some information about potentially effective strategies.…”

Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties

“…Competence in one's abilities and future plans has been found to assist adults with RD during their education. In Corkett et al's (2008) study, adults with RD reported that believing in themselves kept them focused on their goals-it was not a matter of whether these adults would attend university, but a matter of when they would go.…”

“…The ability to develop positive relationships appears to be a key characteristic of successful adults with LD (Gerber et al, 1992). Building rapport with teachers and professors helped adults with RD gain educational accommodations and information they may not have otherwise garnered (Corkett et al, 2008). Some adults with LD experience successful social interactions (Gerber et al, 1992; Greenbaum et al, 1995), whereas others have problems developing and maintaining relationships (Goldberg et al, 2003; Hellendoorn & Ruijssenaars, 2000; Litner, Mann-Feder, & Guérard, 2005).…”

“…In interviews with adults with LD, persistence has emerged as a key intrapersonal component for success during postsecondary education (Corkett et al, 2008; Greenbaum et al, 1995; Litner et al, 2005) and in adulthood (Burns et al, 2013; Gerber et al, 1992; Goldberg et al, 2003; Hellendoorn & Ruijssenaars, 2000; Scott & Scherman, 1992). Persistence refers here to the “voluntary continuation of a goal-directed action in spite of obstacles, difficulties, or discouragement” (Peterson & Seligman, 2004, p. 229) and has been linked to higher life satisfaction (Singh & Jha, 2008) and GPA in samples without known RD (e.g., Duckworth, Peterson, Matthews, & Kelly, 2007; Houser-Marko & Sheldon, 2006).…”

“…Although adults with RD are likely to continue to experience challenges in multiple domains throughout their life (Malcolm, Polatajko, & Simons, 1990), many report success in their life and academic pursuits (Gerber, Ginsberg, & Reiff, 1992; Greenbaum, Graham, & Scales, 1995). The body of literature examining positive outcomes for adults with learning disabilities (LD; e.g., Burns, Poikkeus, & Aro, 2013; Corkett, Hein, & Parrila, 2008; Goldberg, Higgins, Raskind, & Herman, 2003; Hellendoorn & Ruijssenaars, 2000; Raskind, Goldberg, Higgins, & Herman, 1999; Spekman, Goldberg, & Herman, 1992) provides a foundation on which to extend the research on resilience of adults with RD. In particular, researchers (e.g., Gerber et al, 1992; Spekman, Goldberg, & Herman, 1993) have emphasized the importance of considering the interrelationships among the individual, family, social network, and community, noting, “the individual’s development is embedded in a complex context” (Masten & Garmezy, 1985, p. 36).…”