Managing reading and related literacy difficulties: University students’ perspectives

Serry, Tanya; Oates, Jennifer; Ennals, Priscilla; Venville, Annie; Williams, Anne; Fossey, Ellie; Steel, Gillian

doi:10.1080/19404158.2017.1341422

Cited by 23 publications

(30 citation statements)

References 32 publications

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“…The authors recommend developing interventions related to literacy support, selfadvocacy, thinking and study skills. Similar results were reported by Serry et al (2017), study and time management skills were identified as important facilitators by their participants. These also highlighted the role of university teachers and their awareness of dyslexia among university students and their ability to use a more individualised and targeted approach to support students with special educational needs.…”

Section: Dyslexia and Learning Disabilitiessupporting

confidence: 86%

“…Accommodations and modifications for higher education students with learning disabilities and attention disorders are still little explored compared to those designed for younger learners. Higher education students would appreciate especially timing and setting accommodations to avoid distractors during examinations, they also find it useful to have access to assistive technology, to have online study materials available in advance or have an opportunity to communicate their questions and problems with teachers, e.g., via online forums (Pitt & Soni, 2017;Serry et al, 2017;Stampoltzis et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…This is following the concept of inclusive education where learning and teaching are designed to fit the educational needs of all students and at the same time foster understanding of diverse educational needs among teaching staff (Ryder & Norwich, 2019). According to Serry et al (2017), optimal inclusive practices require greater awareness among staff about the challenges these students face. A combination of teaching staff awareness and understanding with student-centred teaching might help to create adequate academic support for students with learning disabilities and attention disorders.…”

Section: Discussionmentioning

confidence: 99%

“…Pitt & Soni (2017) and Serry et al (2017) interviewed students with dyslexia in the United Kingdom and Australia to identify their perception of effective accommodations and academic support. Participants reported several factors facilitating successful studies with dyslexia including family support, self-advocacy skills and learning resources (Pitt & Soni, 2017).…”

Section: Dyslexia and Learning Disabilitiesmentioning

confidence: 99%

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Modifications and Accommodations for Higher Education Students with Special Educational Needs

Sokolová

Lemešová

Groma

2022

8th International Conference on Higher Education Advances (HEAd'22)

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Students with learning disabilities and attention disorders in higher education are often described as individuals with invisible disorders. This perception may lead to misinterpreting and stereotyping of their educational needs and also to ineffective accommodations. This study aims to review recent research on accommodations and modifications for individuals with learning disabilities and attention disorders in higher education. The authors identified ten studies published between 2017 and 2021 focused on accommodations for higher education students with learning disabilities (especially dyslexia) and attention disorders (ADHD). The recent research results show that learning difficulties are often manifested during traditional teaching and evaluation. Innovative student-centred approaches might be beneficial not only for students with special educational needs. To be effective the accommodations should be designed concerning personal and environmental factors.

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Section: Dyslexia and Learning Disabilitiessupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Dyslexia and Learning Disabilitiesmentioning

confidence: 99%

See 2 more Smart Citations

Modifications and Accommodations for Higher Education Students with Special Educational Needs

Sokolová

Lemešová

Groma

2022

8th International Conference on Higher Education Advances (HEAd'22)

View full text Add to dashboard Cite

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“…Various studies have examined the obstacles university students with SLDs face; among these, taking notes, writing essays, organizing study activities, reading and writing during exams, and staying focused were the most commonly reported (Kreider et al., 2019; Mortimore & Crozier, 2006; Serry et al., 2018). A review of 15 studies showed that four types of strategies are most often identified in literature to overcome these difficulties (Pino & Mortari, 2014): specific study skills (e.g., using visual techniques such as conceptual maps); compensatory strategies (e.g., receiving copies of notes and slides from professors or recording lectures); support from family members, friends, and fellow students; and metacognitive and meta‐affective skills (e.g., time planning, reducing distractions…”

mentioning

confidence: 99%

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

Pellegrino,

Casali,

Meneghetti

et al. 2023

Learning Disabilities Research & Practice

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In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self‐efficacy, and use of self‐regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self‐efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.

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Leveraging students' voices: understanding ways university support services can strengthen student support

Hitches,

Woodcock,

O’Sullivan

et al. 2024

Aust. Educ. Res.

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Student diversity in higher education is increasing, and to reduce barriers to students’ full and equitable participation, universities often provide accessibility and wellbeing support services to accommodate their needs. However, a more student-centred approach is required to respond to the challenges for many students with accessibility requirements or disabilities who are insufficiently accommodated, impacting negatively on their achievement and wellbeing. This study explored students’ (n = 60) beliefs about the ways in which support may not have accommodated their needs effectively, and their suggestions for how this could be improved. Students were considerate of the high demand support services were under and offered a range of high leverage solutions for strengthening and enhancing what is already available. Overall, students recommended accessible, personalised and student-centred support, which facilitated their own sense of agency and empowerment. Where these attributes were lacking, support was deemed catering to them ineffectively or partially. In addition, the findings of this study raised questions as to whether the available support is sufficiently targeted to the diverse experiences of students with chronic health conditions. By leveraging students’ voices, the higher education sector can gain deeper insight into ways to support students to reach their full potential.

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Managing reading and related literacy difficulties: University students’ perspectives

Cited by 23 publications

References 32 publications

Modifications and Accommodations for Higher Education Students with Special Educational Needs

Modifications and Accommodations for Higher Education Students with Special Educational Needs

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

Leveraging students' voices: understanding ways university support services can strengthen student support

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