Learning and Study Strategies in University Students with Dyslexia: Implications for Teaching

Olofsson, Åke; Ahl, Astrid; Taube, Karin

doi:10.1016/j.sbspro.2012.06.798

Cited by 39 publications

(44 citation statements)

References 11 publications

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“…Even if they have had efective interventions and treatment, it is in the academic seting that the diiculties appear more intensively and they may seldom need support [26,30].…”

Section: The Role Of Speech-language Pathology On the Educational Advmentioning

confidence: 99%

Reading Disorders and the Role of Speech-Language Pathologists

Navas¹,

Ciboto²,

Borges³

2017

Advances in Speech-Language Pathology

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Speech-language pathologists have been actively involved with the assessment and intervention processes of language disorders, especially concerning the child population. Regarding their professional role toward reading disorders, other professionals have been equally involved with the learning process such as educational psychologists, educators, for instance. It is therefore less clear of the involvement and possible role of speech-language pathologists, focused on adolescent and young adults with reading diiculties that may interfere with the learning processes. The aim of this chapter is to discuss the competences of speech-language pathologists and their essential role in the clinical setings with reading disorders, not only with children but also at later stages in the schooling process. Additionally, it will be discussed of the role of these professionals as a part of the school team in order to advice best practices of language-related learning processes, as well as to work with students who need special education adaptations, in all ages.

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“…Even if they have had efective interventions and treatment, it is in the academic seting that the diiculties appear more intensively and they may seldom need support [26,30].…”

Section: The Role Of Speech-language Pathology On the Educational Advmentioning

confidence: 99%

Reading Disorders and the Role of Speech-Language Pathologists

Navas¹,

Ciboto²,

Borges³

2017

Advances in Speech-Language Pathology

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“…A previous study also revealed that parents spent long periods of time to help their dyslexic child every day (Chien & Lee, 2013). Similarly, a study found that teachers who teach in higher level education have restricted time to help dyslexic students as they need to explain the instruction individually in verbal and written form (Olofsson, Ahl, & Taube, 2012). So, the mothers have to find other solutions, such as altering their daily schedule or asking their spouse to assist them.…”

Section: "It's Very Hard Because It Is Only Me At Home During the Wementioning

confidence: 99%

“…Olofsson and her colleagues found that teachers have taken appropriate action to support and facilitate students in the classroom (Olofsson et al, 2012). They are also aware that the course structure and correct teaching methods could accommodate their students with issues related to dyslexia.…”

Section: "It's Very Hard Because It Is Only Me At Home During the Wementioning

confidence: 99%

Ideographic Experiences in Raising Dyslexic

Alias¹,

Dahlan²

2017

AjQoL

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The aim of the study is to illuminate the challenges that mothers experience in raising children with dyslexia. A semi-structured interview was conducted with ten mothers of children with dyslexia at the Dyslexia Association Malaysia (DAM) centre. Data were analysed using Interpretative Phenomenological Analysis (IPA) approach. Two main themes emerged from the interview transcripts, i.e. "difficult yet enduring" and "self-perseverance". The current study revealed challenges of mothers with dyslexic children, which could be addressed by health professionals. In addition, this study provides insights and a deeper understanding for health professionals to support mothers and families who have children with dyslexia.

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“…This approach is unlikely to have delivered data that are fully representative of the population of students with dyslexia in higher education in these countries. This is because some students may have been reluctant to disclose a diagnosis of dyslexia in official records (Fuller, Bradley, & Healey, 2010;Fuller, Healey, Bradley, & Hall, 2004;Olney & Brockelman, 2003;Olofsson, Ahl, & Taube, 2012) or may have entered higher education without a diagnosis (Richardson & Wydell, 2003) and may therefore have been unable to self-identify to the institution.…”

Section: Participation By People With Dyslexia In Higher Educationmentioning

confidence: 99%

“…Surveys have been conducted of the resources available to students with dyslexia in higher education institutions in the UK (Mortimore & Crozier, 2006) and Sweden (Olofsson et al, 2012), but no similar survey has been conducted in Australia. In the UK, Mortimore and Crozier (2006) investigated service provision as part of a larger questionnaire study of study skills in students with dyslexia in higher education.…”

Section: Current Resources For Students With Dyslexia In Higher Educamentioning

confidence: 99%

Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus

MacCullagh

2014

Australian Journal of Learning Difficulties

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Learning and Study Strategies in University Students with Dyslexia: Implications for Teaching

Cited by 39 publications

References 11 publications

Reading Disorders and the Role of Speech-Language Pathologists

Reading Disorders and the Role of Speech-Language Pathologists

Ideographic Experiences in Raising Dyslexic

Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus

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