How University Students With Reading Difficulties Are Supported in Achieving Their Goals

Stack-Cutler, Holly L.; Parrila, Rauno; Jokisaari, Markku; Nurmi, Jari‐Erik

doi:10.1177/0022219413505773

Cited by 18 publications

(18 citation statements)

References 53 publications

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“…Department of Education, 2014). In a recent study, 79% of university students with reading disabilities reported parents to be critical in helping them reach their goals during their undergraduate careers (Stack-Cutler, Parrila, Jokisaari, & Nurmi, 2015). …”

Section: Discussionmentioning

confidence: 99%

The University Experiences of Students with Learning Disabilities

McGregor

Langenfeld

Horne

et al. 2016

Learn Disabil Res Pract

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To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.96%) had difficulty with assignments and had more obstacles caused by non-academic responsibilities and imposed by their skill levels. Students with self-reported LD sensed more bias towards people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self-reported LD. Approximately one-third of students who self-reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out-of-state students. Compared to students who self-reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments.

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Section: Discussionmentioning

confidence: 99%

The University Experiences of Students with Learning Disabilities

McGregor

Langenfeld

Horne

et al. 2016

Learn Disabil Res Pract

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“…However, other research has addressed these issues (e.g., Gerber, Ginsberg, & Reift, 1992; Stack-Cutler, Parrila, Jokisaari, & Nurmi, 2013), which merit further research. Future research should also focus on other handicapping conditions affecting reading and writing in adolescents and young adults such as attention deficit disorder (Zuckerman, Lee, Odom, Solomon & Sills, 2013), mild head injuries (Beers, Goldstein, & Katz, 1994), and concussions (Alosco, Fedor, & Gunstad, 2014; Collins et al, 1999; Griffin, 2015; Covassin, Elbin, McAllister, & Whalen, 2014; Hunt, McCamey, & Beisner, 2010; Solomon & Haase, 2008).…”

Section: Discussionmentioning

confidence: 99%

Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

Nielsen

Abbott

Griffin

et al. 2016

LDMJ

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The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia.

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“…In Stack-Cutler et al (2015), practice centred around strategies for addressing reading difficulties-information related to schools, problem solving, and emotional support. In Griffiths et al (2012), the individuals shared information with their doctors and built community.…”

Section: Towards a Reconceptualization Of Social Media Use By Indivmentioning

confidence: 99%

Community building and knowledge sharing by individuals with disabilities using social media

Sweet

LeBlanc

Stough

et al. 2019

Computer Assisted Learning

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The use of social media to share information, enhance learning, and connect with an online community has grown rapidly over the past 10 years. As social media becomes a more common tool in both formal and informal education, it is imperative to understand how it is used by individuals with disabilities. Through a systematic study of the literature, 215 articles on social media used by individuals with disabilities were selected and 29 selected for in-depth thematic analysis. Six major themes were identified: community, cyberbullying, self-esteem, self-determination, access to technology, and accessibility. To confirm these six categories, we expanded our search, yielding an additional 30 articles, for a total 59 articles reviewed in-depth. Interactions between individuals with disabilities within online communities often had the goal of acquiring knowledge or learning new information. A communities of practice theoretical framework is used to discuss interactions among the elements of social media design, learning, and the building of community by individuals with disabilities.

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How University Students With Reading Difficulties Are Supported in Achieving Their Goals

Cited by 18 publications

References 53 publications

The University Experiences of Students with Learning Disabilities

The University Experiences of Students with Learning Disabilities

Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

Community building and knowledge sharing by individuals with disabilities using social media

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