Cognitive And Emotional Study Strategies For Students With Dyslexia In Higher Education

This book is aimed at dyslexic learners in higher education, providing effective strategies appropriate for dealing with note taking, essay writing, reading, and exams, while also delivering targeted emotional support. Useful techniques from dyslexic student voices gives the dyslexic reader a collective shared identity.

Provides techniques for dealing with study tasks both cognitively and emotionally for students with dyslexia in higher education.

Learn about dyslexia's association with anxiety and coping from the viewpoint of dyslexic students, backed up by evidence and research.

A Mixed Method Study Focusing on Adult Dyslexic Higher Education Students and their Experiences with Anxiety and Coping. Background Adult students with dyslexia can apply for support for their cognitive needs but may also experience anxiety, which less is understood. This thesis aims to test the hypothesis that adult dyslexic learners in higher education (HE) have a higher prevalence of academic and social anxiety than their non-dyslexic peers and will explore the wider emotional consequences of studying with dyslexia and the ways in which adults with dyslexia cope both cognitively and emotionally. Methods The study utilised a mixed method approach and was in two stages. Stage one involved a survey of HE students with dyslexia (N = 102) and without identified dyslexia (N = 72). Students completed the State-Trait Anxiety Inventory measuring academic and social anxiety. Stage two used an exploratory approach to investigate emotional consequences of studying with dyslexia and types of coping strategies used through the method of semi-structured interviews with 20 dyslexic students. Results The results for stage one revealed a statistically significant effect for academic anxiety, but not for social anxiety. The main findings for stage two showed that: (1) Students" emotional consequences of studying with dyslexia were characterised by a mixture of negative and positive emotional responses, yet negative responses were more frequently used in response to questions about academic tasks than positive responses; (2) Participants had a lot less to say with regards to coping emotionally, than coping cognitively. However, coping emotionally identified a mixture of coping methods including avoidance; through to participating in exercise; and developing mental resilience. Conclusions Dyslexic students in higher education show anxiety levels that are well above what is shown by students without learning difficulties. The implications of this for practice and for the dyslexia practitioner is that the delivery of strategies to deal with the negative emotional consequences of studying with dyslexia and ways of overcoming avoidance on academic tasks should be seen as just as important, if not more so, than the teaching of interventions to deal with cognitive difficulties associated with dyslexia.

This book reflects on issues relating to the assessment and support of students with dyslexia within Universities and other institutions of higher education. It considers primarily how current practice in higher education can be developed to facilitate inclusion. The authors present the results of a series of qualitative and quantitative studies which investigate the coping, adjustment and perceptions of students with dylsexia, and the attitudes, perceptions and support strategies of academic and support staff. The book gives important information and advice and also food for thought for academic and support staff within the University sector who are concerned to improve the educational experience of all students. It should also be of interest to teachers in secondary and further education who are preparing students for higher education. Researchers in dyslexia as well as dyslexic students themselves will also find much to increase their understanding of this complex aspect of individual development.

Full of advice on topics such as note taking, reading strategies and exam technique, this fully revised and updated new edition will motivate, inspire and guide dyslexic students through their college studies. The new edition has a new chapter on writing your dissertation, more on spelling, more on using statistics, more on planning and timetabling techniques, more on using technology, and expanded advice on preparing and giving presentations. Included with the book is a CD Rom that supplies an electronic copy of the book plus further resources.

Written by authors with extensive experience of working with students with dyslexia, this book provides clear guidance and practical strategies for dyslexia-friendly practice for those working with young people aged 14 to 19 and adults in education or work-based training. Looking at how dyslexia impacts on learning, the authors suggest ways to improve the learning environment and explain how to help students develop the basic skills that will help them to make the transition from study to employment. Building on the latest research and understanding of dyslexia, they also consider overlapping characteristics, emotional and social issues and funding. The book includes: - visual chapter summaries - case studies drawn from practice - ideas for dyslexia-friendly written work, and lab and bench work - international perspectives - a selection of resources - model lesson plans and useful checklists This is essential reading not only for those studying dyslexia-focused programmes at Master′s level, but also for mainstream practitioners wishing to improve their dyslexia knowledge and practice, and an ideal resource for professionals working in a school, college, university or adult setting, or delivering training and consultancy in this field. Barbara Pavey is a Senior Lecturer in Education at York St John University. Margaret Meehan is the Dyslexia Coordinator at Swansea University. Alan Waugh is Programme Area Manager for Additional Support at City College, Coventry.