Dissertations / Theses: 'Dyslexic Students'

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Johansson, Helena. "Dyslexia:Assessment and Examination of Dyslexic Students, Dyslexi: Bedömning och Examination av dyslektiska elever." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29805.

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The purpose of this degree project is to address the issue of dyslexia in the language classroom. It explores how teachers understand, address and work with dyslexia in relation to assessment and examination. The research has been based on qualitative interviews conducted with three working teachers: two English teachers and one Swedish teacher who is specialized in special aid teaching. Along with a theoretical background regarding useful research, relevant terms and definitions used in the discussion concerning dyslexia, the research establishes that interviewed teachers understand what working with dyslexic learners entails. However, there is lack of insight into Skolverket (The National Agency for Education) and the actual recommended procedures when assessing and examining dyslexic learners. This research highlights the importance of giving educators the tools and strategies needed to support dyslexic students in the examination situation and how to fairly assess these students.Keywords: Dyslexia, assessment, examination, reading and writing difficulties.

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Busgeet, Toynarain. "Dyslexia in higher education : exploring lecturers' perspectives of dylexia, dyslexic students and support strategies." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526789.

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Without the awareness and understanding of the academic staff who come in contact with students with dyslexia, no HEI can be said to be making satisfactory provision for such students" (Singleton et a1.1999, p. 50). Following the introduction of the Special Education Needs Report (2001-2) much has been achieved regarding the provision of dyslexia support in higher education in the U.K. However, academic staff themselves remain largely unaware about dyslexia and how best to support dyslexic students (Borland and lames, 1999; Tinklin et al., 2004; Mortimore and Crozier, 2006; Holloway, 2001; Goode, 2007). The finding is supported mainly by research which focuses on the disabled students' perspective within the context of general disability there are hardly studies seeking lecturers' views specifically about dyslexia. The aim of this research was, therefore, to find the extent to which lecturers conceptualised their own understanding of dyslexia, dyslexic students and support in a university context. To achieve the above aim, lecturers' views were underpinned by Bricman et al. (1982) theoretical framework of help and coping. Based upon these authors' 'theory of attribution to responsibility of both the cause and solution of the problem' the framework is organised under four distinct help/support modalities, known as Moral, Enlightenment, Medical and Compensatory. Utilising a mixed quantitative and qualitative approach, the research was conducted in four stages. In the first stage, using in-depth interviews, data obtained were utilised to generate a research questionnaire for the main study. The interview findings revealed that lecturers were orientated predominantly towards two of Bricman et al. four help/support modalities, namely the Compensatory and Medical models. This is consistent with the Difference and the Deficits paradigms of dyslexia (West, 1997). In the main phase of the study (stages 2 and 3), quantitative findings fro a questionnaire revealed that lecturers associated almost equally with the Medical and Compensatory models in respect of their views of dyslexic students and approach to support. However, they did not associate quite so readily in their own role and that of dyslexic students in the support strategy. Specifically, lecturers did not only prefer to take a 'subordinate' role but had an expectation that dyslexic students should take ownership of their own support responsibility. This finding is consistent with the Compensatory model. Additionally, results showed that lecturers were limited in their understanding of dyslexia and ability to support dyslexic students. Since a quantitative study of this nature does not provide rich explanations of why lecturers held the views they did, the fourth phase of the research used a semi-structured interview designed to elaborate on some of the questionnaire findings. The data, not only added to the earlier findings but also identified some previously undiscovered factors that impinged on lecturers' support behaviour. To conclude, lecturers' general lack of dyslexia awareness, coupled with the way that they conceptualised dyslexic students showed serious implications for their approach to students' support. Most importantly, the researcher argues that while lecturers' expectation of their own role and that of dyslexic students may be helpful in supporting the more capable and independent students they may not be quite so helpful in supporting those students requiring a more immediate and direct form of dyslexia support.

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Pollak, David. "Dyslexia, the self and higher education : learning life histories of students identified as dyslexic." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4089.

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Carter, Jeanne Wendy Elizabeth. "Dyslexic students in higher education : a psychological study." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/14861/.

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The experience of dyslexic students in higher education is examined in this thesis in four studies: two major and two minor. The first study focuses on autobiographical information and describes how the hypothesis and the general theme of the study emerged from personal experience. Study two presents a set of qualitative case studies, which employ Jonathan Smith's Interpretative Phenomenological Analysis (IPA) technique in order to generate a set of key themes (looking for a reason, social comparison, low self-esteem and need for appropriate support) which are then developed into the questionnaire which constitutes study three. The questionnaire comprised 54 items and was retumed by 86 respondents, 38 male and 48 female. The high agree response rate; confirmed that the statements generated accurately reflected the views of respondents. Furthermore, a rich source of data was gathered from the free comment section. The information gathered from the three stUdies is then used to develop a preliminary model of dyslexia support, suggesting provision of support across the whole institution, rather than allocation of support on an individual basis. The model is evaluated in study four, via peer group review in the form of a questionnaire. The first chapter introduces the theoretical background to the thesis, reviewing the relevant psychological literature and highlighting the situation in practice and policy in the present system. Chapter two presents the writer's own personal experience in the form of an autobiographical case study (study one), thus presenting the reasoning behind the generation of the hypothesis explored within the thesis. Chapter three offers the rationale behind the employment of mixed methods within the thesis, a variety of qualitative methodological tools are discussed, including Interpretative phenomenological analysis (IPA); grounded theory and symbolic interaction ism. Chapter four discusses the underlying theoretical/philosophical assumptions behind the utilisation of the particular qualitative method (IPA) employed in the analysis of the case studies presented in study two. 4 Chapters five to eight evaluate and discuss the findings from studies two and three and consider the implications that these have in relation to the restrictions of the present system; offering a preliminary model of support for dyslexic students in higher education. Chapter nine presents the findings from study four (peer review questionnaire), evaluating the preliminary model of dyslexia support put forward in the previous chapter. The thesis concludes with a review of its findings (Chapter 10) and a discussion of its contribution to a wider understanding of the issues involved in supporting dyslexic students in higher education, together with implications for policy, practice and pedagogy.

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Bragd, Andreas. "Aiding dyslexic students in the EFL classroom. : Tools and methods for helping upper secondary school students with dyslexia reach a passing grade." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-83254.

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Teachers with or without special training encounter dyslexic students daily. As such, these teachers need to have tools for these encounters. One hundred seventy-two teachers took part anonymously in an online survey. This paper looks closely at the following: the multi-sensory approach, extra-classroom groups, the impact of motivation and how to motivate students, and the social implications of dyslexia in a classroom situation and what can be done about them. This paper also includes the so-called special stipulations, a part of the Swedish school ordinance that allows a teacher to omit criteria when grading a student under specific circumstances. The survey showed that there is a myriad of different aids being used and that there are many different views on the special stipulations, some positive and some critical. Finally, one of the most important findings shown by the study is that there is a general lack of knowledge about the impact of the opacity of English orthography.
Lärare med eller utan särskild utbildning möter elever med dyslexi dagligen, och behöver därmed verktyg för dessa bemötanden. Etthundrasjuttiotvå lärare deltog anonymt i en online undersökning. Den här uppsatsen tittar närmre på följande: det multi-sensoriska tillvägagångssättet, grupper utanför klassrummet, hur bristen på motivation påverkar elevernas inlärning och hur man kan motivera dem. Även möjliga sociala konsekvenser dyslexi kan ha i en klassrumssituation och vad man kan göra åt dem diskuteras. Till sist ingår även undantagsbestämmelsen, även känd som PYS-paragrafen. Den är en del av den svenska skolförordningen och tillåter en lärare att bortse från enstaka kursmål när det kommer till betygssättning under särskilda omständigheter. Undersökningen visade att det finns ett stort antal hjälpmedel som används, och många olika tankar om undantagsbestämmelsen, en del positiva, andra kritiska. Slutligen så visar min undersökning att det finns en brist på kunskap om den låga transparensen hos den engelska ortografins påverkan.

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Molnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.

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The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.

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Tolson, Rebecca. "Implementation of federal and state policies for students identified with dyslexia or showing dyslexic tendencies in Ohio public schools." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1588679052569486.

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Rapti, Sofia. "Quantitative and qualitative differences in reading performance between Greek language teachers & 12th grade pupils and between adult dyslexic & non-dyslexic students." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/6546/.

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The significance of reading is undoubted today, while learning to read efficiently is a main aim of every educational system. Reading is one of the greatest challenges that pupils, students and adults have to encounter daily at school, university and professional life, especially dyslexics, for whom it is a really hard and demanding process. Given the importance of reading and the various factors can positively or negatively influence the reading ability, the current study aims to investigate to what extent the reading process is affected a) by familiarity with text, and b) by biological-constitutional factors. In this respect, the reading performance a) of Greek language teachers was compared to that of 12th grade pupils, and b) of adult dyslexic students to that of age-matched normal controls in terms of reading speed, accuracy and comprehension. The reading performance of teachers and pupils was evaluated in an Ancient Greek text and its corresponding translation in Modern Greek. The reading performance of adult dyslexics and controls was evaluated in 2 texts of varying difficulty and a list of words of raising difficulty. Participants read both aloud and silently, while being timed and tape- recorded for further analysis. After reading each text, they answered to reading comprehension questions. Pupils made significantly more reading errors compared to teachers in both Ancient (p < .001) and Modern Greek (p <.05). However, they were significantly faster than teachers in all reading procedures (p < .001), while they did not lack in comprehension (p > .05). Both groups made similar reading errors in both Ancient and Modern Greek. Finally, comparing the two languages, both teachers and pupils were significantly faster (p < .001), comprehended better (p < .001) and were more accurate (p < .05) in Modern Greek. Adult dyslexic students were significantly slower (p < .001), attained lower level of comprehension (p < .05) and made significantly more reading errors (p < .001) than the control group in all reading procedures. In contrast to non-dyslexics who read significantly faster silently (p < .05), dyslexics read at almost the same rate in both aloud and silent condition (p > .05). Additionally, the former attained higher level of comprehension in the silent condition, as opposed to the latter, who showed a trend to comprehend better aloud. Comparing reading in context and out of context, dyslexics made significantly more reading errors in the word list (p < .001), whereas non-dyslexics made comparable reading errors in the word list and the two passages (p > .05). Both groups made similar reading errors. Finally, logistic regression analysis revealed that the 2 groups could be almost perfectly differentiated based on only one variable, namely reading speed (classification accuracy 98.1%). Findings confirmed that the reading process in the phonologically consistent Greek language is influenced by factors, such as language structure and familiarity with print as well as by biological-constitutional factors. Results emphasise on the importance of daily extensive reading practice for a better reading speed, at least, which is essential not only for normal-achieving population but dyslexic readers as well, since reading speed was found to be the latter’s main deficit and the main differentiating factor between dyslexics and controls. The results may be useful for effectively addressing the difficulties encountered not only by pupils who are taught but also by teachers who teach Ancient and Modern Greek, as they may lead to new teaching methods and learning strategies. Also, results might be helpful for the accurate diagnosis of adult dyslexics based on reading speed, as well as for the effective treatment of the difficulties dyslexic university students still encounter, due to their constitutional reading deficit.

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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.

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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.

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Bainbridge, Gillian. "Identifying strategies that support the learning of auditory dyslexic students : a case study." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020537/.

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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/314612/1/Sylvie-Levinstein-PhD-thesis.pdf.

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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.

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Leontowitsch, Miranda Helge. "In defence of self : a German-English comparison of dyslexic students in higher education." Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413118.

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Lapraik, Susan. "Dyslexic students preparing for examinations in higher education : strategies and a sense of control." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/350840/.

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This thesis reports research using a qualitative approach and a social constructivist lens to explore the experience of preparing for examinations in higher education from the perspective of fourteen dyslexic students. Particular attention is paid to students' feelings about examinations as well as their revision strategies and the influences on the development of those strategies. The research was conducted in two phases with maximum variation purposive sampling used to recruit as diverse a range of participants as possible for each. Phase one data collection activities involved in-depth interviews and cultural probes; phase two involved participant-led, conversational interviews stimulated by photographs taken by the participants prior to the interview. Data analysis combined elements of inductive thematic analysis and life-history and life-story research approaches. A profile of each participant, in their own words, was crafted as the foundation for further interpretation. Participants described strategies which could be grouped into three broad, overlapping categories: emotional, practical and cognitive. Each individual could be placed along a strategy continuum according to his or her dominant strategy. Their 'sense of control' over their academic lives emerged as a core theme. Findings indicate that as dyslexic students gain a sense of control over their academic lives they move along the revision strategy continuum, from an initial emotional reaction to exams (emotional ‘non’-strategists/anti-strategists) through a stage of dealing with exams in a practical way and experimenting with strategies (practical emergent-strategists) to a final metacognitive stage where they have found a system, method or procedure that works for them (cognitive super-strategists). The individual's journey along the strategy and sense of control trajectory is influenced by life experiences including the diagnosis of dyslexia (and its timing) and comments made by significant others or a critical incident which may act as a turning point.

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Kerl, Mary Ann. "Online Professional Development for College Faculty to Support Dyslexic Students| A Multiple Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975404.

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The topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model. The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants? responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing.

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Le, Juen Yves-Jean Gabriel. "An institution-based enquiry into concepts of proficiency, automaticity and second-language learning among dyslexic students." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/36136/.

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It is, for some, 'common knowledge' that dyslexic students cannot master a foreign language 'because' they cannot master their own. This study enquires into the assumption, and the 'because', above, and seeks other explanatory routes for dyslexic university students' difficulties with foreign language learning. Building on earlier work concerned with notions of 'automaticity' in relation to concepts of 'proficiency' in proficiency and dyslexia literatures, it relates these directly to second language teaching/learning concepts and discusses this in relation to 'phronetic', 'professional' and tacit' views of knowledge. The empirical part of the study comprises cross-comparison of four narrative sources: the narratives of a dozen dyslexic students engaged in a semi-structured, in-depth interview concerning their language difficulty and how they view it; a second narrative relating the voices of the advisors most directly linked to dyslexic language learners in the institution, also including past and future difficulties of some dyslexic students who may face a study year abroad, e.g. on Erasmus and similar schemes; a third interview with the then current head of the unit dealing with both English as a Foreign Language, and Modern Foreign Languages; and the over-arching narrative of the researcher – his story in conducting this study. Within this framework, the research uncovers how, at a practical level as well as theoretically, phronetic, teaching-learning and exceptional language-acquisition 'knowledge' may be open to subversion from several quarters: the pragmatics and economics of 3rd-level EFL and MFL1 language teaching; transposing child language acquisition concepts onto adult language learning ones; the cross- and/or mismatching of these with dyslexia ones; and the possible collision between some areas of professional knowledge – tacit or otherwise. The research shows how for the 'institutional dyslexics' concerned, and sometimes despite their advisors, the unit's academic director and the institution, automaticity is anterior to proficiency and agency is anterior to automaticity. Moreover reversing this, discovering or rediscovering their sense of agency allows certain of the dyslexic participants to attain a qualified measure of automaticity in their language studies and hence, of proficiency. These findings have important implications for those engaged in second language teaching and learning. The organisation of the thesis is as follows: in a first chapter which the researcher introduces with a short autobiography and an account of how the research came about, a broadly descriptive and factual introduction to the piece then summarises previous work in the doctoral degree particularly the critical analytical study, focusing the research questions, and discussing the relationship between methodology and methods, and begins a consideration of what a 'case' is, and what is the case here. Chapter 2 expands the theoretical focus with a discussion of the notion of coherentism and the notion of 'fit', and introduces issues in narrativity and in phronesis. Chapter 3 addresses understandings and terminologies in 'communicative' language teaching, cross-mapping these to both dyslexia and 'proficiency' issues previously discussed. Chapter 4 explores the data, and begins an assessment of the 'fit' between the respondents. Finally, Chapter 5 summarises and discusses the 'findings' of the research – what emerges from the research questions and what from their interpretation; how theoretical understandings now 'fit', or not; what else emerged during the study; what constitutes a finding; and returning to Chapter 1, asks to what extent the study is a foundationalist 'case' which can or should be 'generalisable'. A short discussion of further research avenues is presented.

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Carter, Christine. "Understanding differences in essay writing experience and essay texts amongst a group of higher education students identified as dyslexic : a view of dyslexia in context." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14235/.

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This study applies socio-cultural theories to explore how differences in essay writing experience and essay texts are constituted for a group of students identified as dyslexic. It is a qualitative study with eleven student writers, seven of whom are formally identified as dyslexic, from the schools of archaeology, history and philosophy in a pre-1992 UK university. Semi-structured interviews before, during and after writing a coursework essay revealed well-documented dyslexia-related difficulties, but also strong differences in how writing was experienced. The multiple and fluid dimensions that construct these differences suggest the importance of position within the context, previous and developing writing and learning experience and meta-affective, meta-linguistic and metacognitive awareness. Close analysis of how essays evolved and of samples of 'difficult' texts reveal the multiple ways that communication can be compromised. This suggests that much more nuanced descriptions are needed of essay writing in this group. Findings from the interview data and essay texts further suggest tensions between specialist and inclusive writing pedagogy for students identified as dyslexic.

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Ê¿Enat, Ê¿Amelah. "A key to a locked door : an emotional block to cognitive strategies among dyslexic university students." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250275.

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MENDES, TALITA ROSETTI SOUZA. "NARRATIVES OF DYSLEXIC UNDERGRADUATE STUDENTS EXPERIENCES: CONSTRUCTION OF SELVES AND OTHERNESS IN SCHOOL AND FAMILY CONTEXTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23254@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente estudo investiga como são construídas identidades de si e do outro nos contextos da escola e da família em narrativas de dois jovens universitários com dislexia, junto à pesquisadora-professora, em entrevistas de pesquisa. As bases teóricas e metodológicas situam-se no campo dos estudos da narrativa e identidade com foco em experiências com a dislexia, envolvendo relações de alteridade, processos de estigmatização e de manipulação de informação, a partir de uma abordagem qualitativa e interpretativista. Os mecanismos norteadores da análise das construções identitárias de si e do outro se constituem na noção de dêixis, de self, de polifonia e de discurso relatado. Os resultados da análise das narrativas construídas pelos jovens universitários com dislexia apontam não só relações harmônicas e desarmônicas no ambiente escolar, mas também conflitos e entendimentos no contexto familiar, com performances elaboradas e emergência de estigmas. As narrativas destacam também inteligibilidades sobre o distúrbio de aprendizagem, sobre as necessidades pessoais e possibilidades de superação através de uma postura reflexiva, engajada e, por vezes, emotiva. A pesquisa busca contribuir com e para estudos sobre a relação existente entre dislexia, família e escola, ressaltando, do ponto de vista teórico e metodológico, a importância da narrativa em entrevista de pesquisa como forma de propiciar reflexão, ação e mudança.
This study investigates how self and other identities are construed in school and family contexts in the narratives of two dyslexic undergraduate students during research interviews granted to the professor-researcher. The theoretical and methodological frameworks belong to the fields of narrative and identity, involving otherness, processes of stigmatization and information manipulation, from a qualitative and interpretativist approach. The procedures that orient the analysis of the construction of self and other are based on constructs such as deixis, self, polyphony and reported discourse. The results of the analysis of the narratives constructed by dyslexic undergraduate students point to not only harmonious and disharmonious relationships within the university environment, but also to conflicts and understandings in the family context, with stigma performances and display. The narratives also highlight intelligibilities on learning disorders, personal needs, and possible ways of overcoming challenges through a reflective, committed and, sometimes, emotional attitude. The purpose of this research is to enrich the studies concerning the relationship among dyslexia, family and school, highlighting the importance of narrative in the research interview as a way of raising reflection, action, changes, from a theoretical and methodological point of view.

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Chenault, Belle Montgomery. "Effects of prior attention training and a composition curriculum with attention bridges for students with dyslexia and/or dysgraphia /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7904.

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Lee, Fong-man, and 李晃汶. "Teachers' perceptions of students with dyslexia in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390518.

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Barden, Owen. ""We're superhuman, we just can't spell" : using the affordances of an online social network to motivate learning through literacy in dyslexic sixth-form students." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1953/.

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This is a study of the use of Facebook as an educational resource by five dyslexic students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students' scaffolded research into dyslexia, the study examines the educational affordances of a digitally-mediated social network. An innovative, flexible, experiential methodology combining action research and case study with an ethnographic approach was devised. This enabled the use of multiple mixed methods including participant-observation, interviews, video, dynamic screen capture and protocol analysis. This range of methods helped to capture much of the depth and complexity of the students' online and offline interactions with each other and with Facebook as they contributed to the group and co-constructed their Facebook page. The philosophy and concepts of the New Literacy Studies and multimodality (Cope & Kalantzis, 2000; Kress & van Leeuwen, 1996, Kress 2010), and rigorous qualitative analytical procedures are used to construct a substantive grounded theory (Charmaz, 2006) of the students' engagement with the social network and hence its educational potential. The study assesses the students' motivation to learn through literacy, the role of identities, and considers the pedagogical principles their use of the network evokes. It concludes that Facebook offers an affinity space which engages the students in active, critical learning about and through literacy (Gee, 2004 & 2007). Little if any research has apparently been documented on the potential of digital media to engage and motivate dyslexic students, nor to integrate models of dyslexia, radical perspectives on literacy and social models of disability (Herrington & Hunter-Carsch, 2001). This study begins to address this oversight and imbalance.

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Brady, Mary Josephine Anne. "The design and provision of learning aids to help ameliorate difficulties of adult dyslexic students undertaking courses of study in a college of further education." Thesis, University of Huddersfield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405190.

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Lif, Grönholm Kevin, and Patricia Öz. "Högskolestudenters upplevelser av att studera med dyslexi : Hinder, strategier och stöd." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101075.

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Dyslexi är ett allmänt förekommande funktionshinder med läs- och skrivsvårigheter som primära symtom. Tidigare forskning har visat att studenter med dyslexi stöter på en rad utmaningar i skolan, att det finns brister i lärares kompetens och tillgängligt stöd samt att dyslexi kan leda till ett flertal emotionella och sociala negativa bieffekter. Syftet med föreliggande studie var att undersöka högskolestudenters upplevelser av att studera med dyslexi. För att undersöka ämnet genomfördes sju semistrukturerade intervjuer vilka analyserades med en tematisk analys. I studien deltog sju studenter mellan 20 och 23 år varav fem kvinnor och två män. Analysen resulterade i fem teman: Att få diagnosen, I skolan, Stöd, Strategier och Syn på dyslexi. Resultatet visade att det finns en risk för underidentifiering av dyslexi och att få en diagnos kan hjälpa att förklara svårigheter. Läsning och skrivning beskrevs vara utmaningar i skolan, vissa upplevde även koncentrationssvårigheter. Lärare beskrevs ofta vara bristfälligt informerade. Tre av deltagarna ansåg stödet de fick vara tillräckligt, samtidigt beskrev andra det som bristfälligt och otillräckligt. Informanterna nämnde egna önskningar om hur stödet skulle kunna förbättras, något särskilt viktigt och önskvärt var att all kurslitteratur ska finnas tillgänglig i ljudformat. Strategier under studier innefattade planering och strukturering av läsning och skrivning. Deltagarna såg dyslexi som en funktionsnedsättning med ett spektrum av svårighetsgrader på symtom medan de beskrev samhället ha missuppfattningar och fördomar om diagnosen och de med den.
Dyslexia is a common disability with reading and writing difficulties as primarysymptoms. Previous research has shown that students with dyslexia encounter a number of challenges in school, that there exist shortcomings regarding the competence of teachers and available support and that dyslexia can lead to a number of emotional and social side effects. The aim of this study was to investigate college students’ experiences of studying with dyslexia. To investigate this seven semi-structured interviews were conducted which were analyzed through a thematic-analysis. The study involved seven students between the ages of 20 and 23 of whom five were women and two men. The analysis resulted in five main themes: Receiving the Diagnosis, In School, Support, Strategies and Perspective on Dyslexia. The result showed that there is a risk of under-identification of dyslexia and that receiving a diagnosis may help explain difficulties. Reading and writing were described as challenges in school, some also experienced concentration difficulties. Teachers were frequently described as being inadequately informed. Three of the participants regarded the support they received as sufficient, while others described it as flawed and insufficient. The participants mentioned their own wishes on how the support could be improved, something of particular importance and desire was that all course literature should be available in audio format. Strategies during studies included planning and structuring of reading and writing. The participants regarded dyslexia as a disability with a spectrum of severity of symptoms while society was described as having misconceptions and prejudices about the diagnosis and those with it.

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Chan, Ching Lin. "Understanding error types of Chinese bi-syllable word recognition made by Hong Kong dyslexic student." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/850.

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Michail, Konstantina. "Dyslexia : the experiences of university students with dyslexia." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1055/.

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This thesis is focused upon and examines the experiences of students with dyslexia in higher education. At the time of the research project started not much was known about the experiences of higher education students with dyslexia. An insight into their lives and experiences with a further overview of their past is evaluated. The participants of this study were undergraduate and postgraduate students studying for a degree in Higher Education and were assessed as dyslexic. The sample consisted of students that were studying in three universities in the city that the research took place. In order for the data to be collected interviews were used, as it would be very difficult to describe experiences and feelings with numbers. The words of the participants were used to support the categories and findings of the study. The students of these particular universities were overall satisfied with the provision and support they were receiving from their institutions although further investigation needs to be done on the attitudes and perceptions of the lecturers with regards to dyslexia.

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Gustafsson, Erik, and Maja Torstensson. "Ordavkodning och ögonrörelser vid läsning hos universitetsstudenter med dyslexi." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-67958.

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Dyslexi innebär bestående ordavkodningssvårigheter som anses vara orsakade av nedsättning i fonologiska färdigheter. Till följd av dessa svårigheter har individer med dyslexi ett annorlunda ögonrörelsemönster vid läsning. Individer med dyslexi kan många gånger övervinna sina svårigheter och lyckas i den akademiska världen. Studiens övergipande syfte var att genom en multipel fallstudie undersöka ordavkodning och ögonrörelser hos fem universitetsstudenter med dyslexi. Ögonrörelserna mättes med en dator specialiserad för detta ändamål. En kontrollgrupp av normalläsare (n=20) fördes samman för jämförelse. I föreliggande studie var användning av ordavkodningstest och mätning av ögonrörelser den metodologiska inriktningen. Resultaten visar att alla de fem studenterna med dyslexi har nedsatt ordavkodning och till stor del ett annorlunda ögonrörelsemönster som varierade något dem emellan. De kvalitativa illustrationerna av ögonrörelserna var svårtolkade i jämförelse med de kvantitativa resultaten på testen, dock anses dessa och bakgrundsinformation ge en fördjupad bild av hur en person verkligen läser. Eye tracking- metoden visade sig vara användbar men för ett större forskningsprojekt skulle det krävas att vissa korrigeringar genomfördes.
Dyslexia can be defined as permanent word decoding deficits caused by difficulties with phonological skills. An abnormal eye movement pattern while reading among individuals with dyslexia is a consequence of these difficulties. Many times these individuals overcome their dyslectic difficulties and succeed in the academic world. The purpose of the present study was to investigate five university students with dyslexia through a multiple case study. Word decoding skills and eye movements were measured, and a control group (n=20) was put together for comparison. In the present study, word decoding skills were measured through tests and eye movements were measured by a computer specialized for this purpose. The results showed that the five students have word decoding difficulties and abnormal eye movement patterns which varied to some extent between the five students. In comparison to the quantitative results from the tests the qualitative illustrations of the eye movements were hard to interpret. Although there were difficulties with interpretation, the illustrations and the background information hold significance to understand how a person reads. The eye tracking method in the present study can be useful; however, if more extensive research were to be conducted some modifications would be of importance.

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Löfgren, Camilla, and Helen Öjebrant. "Dyslexi och vägledning : Jag vill höra att jag kan göra allt." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137715.

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The purpose of this study is to give an increased knowledge of how students with dyslexia experience the counselling they received in regard to further studies and future work in connection to the transition from compulsory education to upper secondary school. As well as what is perceived as the most optimum process of counselling given from the needs of the student. Furthermore, there was an interest for a greater understanding of how student counselling work with dyslexic students and what knowledge the student counsellors have about this hidden disability. Qualitative interviews were done, both with students with dyslexia as well as student counsellors working for the years of compulsorily education. The interviews showed that students had not received what to them was an adequate and optimum guidance in regard to their needs. Much like the research found in connection to dyslexia the students note that their own self-esteem and self-worth in regard to the schoolwork lessens along the way. Something that is found to be reassuring is that the student counsellors interviewed say that there are no limitations for dyslexic students when it comes to choose of studies as long as they get proper support and adaptation after their needs.
Studiens syfte är att få en ökad kunskap om hur elever med dyslexi upplever den studie- och yrkesvägledning de fick i samband med övergången mellan grundskola och gymnasium. Och vad de anser är den optimala vägledningsprocessen utifrån deras behov. Vidare var en ökad kunskap om hur studie och yrkesvägledare arbetar med elever med dyslexi och vilken kunskap vägledarna har om denna dolda funktionsnedsättning av intresse. Kvalitativa intervjuer genomfördes med både elever som har dyslexi och Studie- och yrkesvägledare på grundskolan. Intervjuerna visade på att eleverna inte har erhållit för dem adekvat och optimal vägledning utifrån deras behov. Precis som i den forskning vi fann rörande dyslexi så påpekar eleverna att självkänslan och självförtroendet rörande skolarbete får sig många törnar efter vägen. Det som känns uppmuntrande är att vägledarna vi intervjuade säger att det finns ingen begränsning för dyslektiker i val av program om de får rätt stöttning och anpassningar utifrån deras behov.

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Kapetanovic, Ena. "Learning Strategies for Students with Dyslexia : A qualitative case study about learning strategies taught to students with dyslexia." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53194.

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This paper presents a case study carried through with interviews from three remedial teachers in English working with students with dyslexia at public schools in the south of Sweden. The aim of the study was to investigate the learning strategies used by remedial teachers in order to help students with dyslexia to facilitate their learning process and reach higher grades in English as a foreign language. The results of this study indicated an agreement between the remedial teachers and previous research found regarding the use of technological learning aids, the adjustment made for students with dyslexia as well as using formative assessment. However, the remedial teachers appeared to show a divided approach to the aspect of focusing on grading requirements when supporting student with dyslexia in English. Since previous research on the area of working on grades appeared to be deficient, these finding could indicate a need for research of effective strategies to support students with dyslexia in developing and reaching higher grades in English. This study therefore concludes the necessity of further and wider research within the area of supporting student with dyslexia in the process of learning a foreign language.

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Mete, Setta. "Lärarstudent och dyslektiker : En kvalitativ undersökning om fyra lärarstudenters erfarenheter av dyslexi under deras studier." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21290.

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It is very important to gain knowledge and better understanding for people with dyslexia in other words people with reading and writing difficulties. I have therefore chosen to learn more about this subject. In my study, I have focused on adult people with dyslexia. This study is about four student teachers different experiences of dyslexia during their studies. The aim is to find out how the student teachers diagnosis has affected their education situations of these areas; the need for help, environmental significance, management of the different reading and writing tasks in their education and the advantages they believe there is in their future work as teachers. As a research method I have used qualitative research and qualitative interviews. The participants in this study are four female persons in the ages of 23 to 25 years old. The results showed that the need for assistive help devices varied because of the student teachers different experiences. The students spoke about the help they got from classmates and family members. The surroundings affected them both in a positive way and in a negative way. The participants various diagnosis affected them in different ways when it comes to dealing with various school assignments. The participants used different methods to overcome their difficulties in school. The advantages that the participants believed that they had were the ability to recognize pupils with different difficulties in the classroom.

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Johansson, Ros-Marie. "Dyslexi bland högskolestudenter : om resurserna möter behoven - en enkätundersökning." Thesis, Högskolan i Gävle, Folkhälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22745.

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Purpose of this study was to illustrate the complexity of dyslexia among university students. The method was a web-based survey, which was sent out by email to 145 students. The selection was university students, whom all had assistance granted. Results: Most respondents used extended time at the exam and audio books. The majority considered that the aid worked well, and most considered themselves sufficiently informed about available support. 60% of respondents lacked something in their support. The computer software, educational support and information from the university about assistance, are fields where improvement was sought after. Support from students who were in the same situation where something they wanted to improve. The conclusion was that the students felt that they must get more participation in the management of supporting aids. A proposal was to establish an association, were student’s whit dyslexia could be involved. In the group, students can work together to develop sustainable solutions that can be discussed with the examiners and coordinators for support. An information channel should be developed so that students who have not yet applied for support have the opportunity to do so.
Syftet med studien var att åskådliggöra komplexiteten kring dyslexi hos högskolestudenter. Syftet var även att diskutera hur pass studenteters behov av stöd, för sin dyslexi, möts av tillgängliga resurser, på undersökta högskolan. Metoden var webbenkäter, där en länk till enkäten skickades ut via e-post till totalt 145 studenter, från samordnaren för studenter med funktionsnedsättning. Urvalet baserades på studenter som nyligen läst och läste på högskolan vid undersökningstillfället. Ett viktigt kriterium var att alla respondenter hade beviljat stöd för sin funktionsnedsättning. Data exporterades till SPSS formaterades till diagram i Word, version 14. 6. 4. Resultat: Utökad tid vid salstentamen, ljudböcker och anteckningsstöd var stöden som användes av flest respondenter. Majoriteten ansåg att stödet fungerade bra och de flesta ansåg sig vara tillräckligt informerade, om tillgängliga stödfunktioner. 60 % av respondenterna saknade något i sitt stöd från högskolan. Programstödet på datorerna, pedagogiskt stöd och information om högskolans stöd till studenter som ännu inte sökt stöd önskades förbättras. 25 % svarade att Stöd från studenter i samma situation är något de vill ska förbättras. Slutsatsen är att studenterna i behov av stöd ansåg att de måste få mer delaktighet i hanteringen av beslut om stöd. Ett förslag som framkom i studien är att inrätta en förening, för studenter med exempelvis läs- och skrivsvårigheter/dyslexi att vara delaktiga i. I gruppen kan studenterna tillsammans arbeta fram hållbara lösningar som kan diskuteras med examinatorer och samordnare för stöd. Bättre lyhördhet behövs gällande det studenter saknar i sitt stöd och anpassning bör ske därefter. En informationskanal bör byggas upp, så att alla studenter som ännu inte sökt stöd, får möjligheten till detta. Även tydligare riktlinjer, ur ett samhällsperspektiv, behövs för utredningar av dyslexi.

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Almy, John William. "English composition and the dyslexic/learning disabled student." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/949.

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stjernstrom, anna-karin. "Students´Experience of School Support in Dyslexia." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29293.

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The purpose of this study was to research the experience of support in school for five students with dyslexia. Based on the above, the type of support the students received was examined, their individual experience with their learning difficulties, digital technology and their views about themselves and their individual learning. The study was based on a special educational and socio-cultural perspective.Support in the form of individualized teaching of special educators or specialist teachers has been the method that has historically been used the longest and all students testified to such support in the earlier years. Recently, digital tools have begun to be used more and the studies conducted in this field show that the effect is positive.The study was conducted using qualitative method based on personal interviews of five students in age 14 and 15. The results of this study showed that a majority of the students were positive about the support they received in school for their dyslexic difficulties. The teacher was an important factor in having the dyslexic student’s learning to be most effective. It appears that support for their dyslexic difficulties can contribute to the students feeling more involved in the school, which leads to increased motivation. However, detailed requirements for implementation and support are required for digital learning support to work most effectively. The teacher and their competencies are of great importance when working with students with dyslexia related to the use of digital technology.The school is facing a dilemma as special support can be perceived as a stigma and at the same time it is the prerequisite for the student’s experience of inclusion at the school. It also became clear that several students experienced the level of technology support inadequate.In a future study, the school should review the organizational structure and the specialist teacher’s role as the one who has the key responsibility and assists in the implementation of digital tools in the continuous support for their students.

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Sharan, Nisha. "Computer: A tool for assisting students having dyslexia." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105153.

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The aim of this study was to investigate how the computer as a tool is helping dyslectic students who have Swedish as a second language in learning. The following questions were formulated: How important is it to diagnose dyslectic students? How does the computer assistance motivates dyslectic students achieve their goals? How easy is it to include dyslectic students in the ordinary class with computer assistance? And in which way does the school and home environments affect dyslectic students who have Swedish as a second language? The sample consisted of four dyslectic students, 13 to 15 year olds who have Swedish as a second language. And two Swedish and Swedish as second language teachers. They were selected by purposive non-probability sampling. They were all participating in the one to one programme. Data was collected using semi-structured interviews and analysed using content analysis. After transcribing the interviews’ six themes: diagnosis, computer as a tool, inclusion, motivation and environment were identified. The results were that computers are helpful tools for dyslectic students who have Swedish as a second language. Computer assistance makes these students more independent to find ways to support themselves. They do not need to face failure all the time, when they can use the computer to achieve success. It motivates the students to learn more. It was very clear that the students were more efficient in computers compared to the teacher´s. Maybe, both the teachers and the students should be given the same competence education. Motivation as the most important aspect in learning was very noticeable in all the six interviews. Keywords Dyslexia, Computer as a tool, Special Education, Reading Writing Difficulties, Content Analysis, One-One program, Motivation, Swedish as Second language, SVA.

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Majer, Vanessa. "Perceptions of dyslexia held by students with dyslexia and their teachers within a secondary school." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42927.

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This research conducted within a rural, 11-16 all ability secondary school, in the East Midlands, explores how dyslexia is perceived by students with dyslexia and their teachers. An interpretative study it takes the epistemological stance of social constructivism, drawing together salient concepts from literature to synthesise a Conceptual Framework which is used to formulate research questions, inform methodology and act as an analytical tool. Perception is integral to learning; teachers’ perceptions impacting upon pedagogy, interaction and curricular opportunities, whilst students’ perceptions affect motivation and academic achievement. Dyslexia is a complex condition, a disability, presenting in different forms with varying degrees of severity, creating definitional and diagnostic difficulties, misconceptions and debate. Two dominant models of disability exist; a social model and a medical model. The former suggests society disables, whereas the latter views deficits as intrinsic to the individual. Data gathered through group interviews with students with diagnoses of dyslexia, semi-structured interviews with teachers and policy documents identifies perception as a complex dialectic of biological, psychological and cultural factors. SEND policy whilst formulated within an inclusive social model promotes a medical model of disability; language perpetuating the notion of the deficient student and affirming socio-historic connections between literacy and intelligence. Teachers perceive dyslexia through a medical model impacting upon pedagogy; intervention remediating difficulties. Intervention however, comprehended as barrier removal; a social model. Diagnosis is significant to student perception. Pre-diagnosis socio-historic links between literacy and intelligence were palpable. Diagnosis explains difficulties; literacy no longer a measure of intelligence, the label overcoming the stigma poor literacy skills engender. Providing a student voice the research, has implications for policy and practice, inviting practitioners and policy-makers to consider barriers to learning and examine practice.

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Morrow, John W. "Law students with dyslexia and their experience of academic assessment." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/621044.

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The research explores the experience that students with Dyslexia, on law degrees, have of academic assessment, and the environmental factors that influence their experience and perceptions. The research is situated in one HEI (the Research Institution), which has a student population of 18,800, of which 634 had declared a Specific Learning Difficulty (SpLD) (including Dyslexia) during the academic year 2014/15. Previous research has shown that students with Dyslexia are disadvantaged by traditional forms of academic assessment. Whilst little research has been carried out on Dyslexia and law degrees, the predominance of traditional approaches to assessment is commonly believed to disadvantage students with Dyslexia. This potential disadvantage is explored within the Research Institution (RI). In light of their obligation under the Equality Act 2010 to take reasonable steps to alleviate such disadvantages, specific consideration is given to the RI’s response to potential disadvantages faced by such students. In order to facilitate this objective a multiple-methods approach has been utilised for gathering data. Data has been collected through questionnaires, focus groups and interviews, with law students with and without Dyslexia, with lecturers inside and outside the law school, and with student support staff and other professionals. The range of data was then analysed, utilising an inductive approach. Five main themes emerged, and were explored using a social model of Dyslexia and from an emancipatory perspective. The themes are: 1) diagnosis and categorisation of Dyslexia; 2) the students’ experience of academic assessment; 3) the students’ experience of adjustments to academic assessment; 4) the impact of the law school environment on the experience of students with Dyslexia, and 5) the effect of the wider institutional environment and institutional policy and practice on the experiences and perceptions of how students with Dyslexia, and how they are responded to. The data collected pointed to the fact that students with Dyslexia struggled with traditional academic assessment, to a more significant degree than students without Dyslexia. While reasonable adjustments were provided by the institution to help students with Dyslexia overcome such difficulties, and whilst these were helpful to some extent, their overall effectiveness was shown to be limited. The main reasons for the student experiences that emerged from the research were related to the fact that, due to their Dyslexia, the forms of assessment used by their department presented a direct difficulty for students. Traditional forms of assessment utilised on law degrees are therefore considered to be a ‘disabling barrier’, as they inhibit students with Dyslexia from fully demonstrating their academic ability. The thesis then presents pointers to how law degree providers can respond to this issue. It is argued that this can be achieved by adjusting assessment methods in a way that removes, or at least reduces, the ‘disabling barriers’ faced by law students with Dyslexia. The research suggests that this is made possible by utilising a broader range of assessment methods beyond those traditionally utilised in law degrees. It also details how the individualistic nature of Dyslexia means that the most effective means of improving inclusivity for all students is to provide them with elements of choice as to the form of assessment adopted. The research concludes with proposals for alleviating the disadvantage experienced by law students with Dyslexia in respect of their experience of the academic assessment process and academic assessment outcomes. It is argued that to enhance the quality of their learning opportunities, and in order to be inclusive, academic assessment policy and practice should be informed by/premised upon a social interpretation of Dyslexia.

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Fidler, Rob. "The reading comprehension skills of adult students with dyslexia." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/933/.

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Perkin, Glynis. "Mathematics learning support and dyslexia." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8021.

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This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and significant contribution to knowledge in this field. The findings are not only intrinsically interesting but will also be of use to practitioners of mathematics, support staff, staff developers and policy makers in higher education. A literature review gives historical background on the development of education in general, and mathematics in particular, in the UK. The main theories and problems associated with developmental dyslexia are also given. Surveys were undertaken to determine the extent of mathematics learning support in UK universities and also to determine the extent of the provision of mathematics support to dyslexic students. Using case study research and by providing one-to-one mathematics support, the difficulties encountered by dyslexic students were investigated. Related work is an exploratory study into the use of different media combinations in Computer Assisted Assessment. Additionally, an in-depth case study of the Mathematics Learning Support Centre at Loughborough University has been undertaken and is reported in detail with recommendations for changes suggested. The results of this research show that mathematics learning support is widespread and often essential to bridge the gap between school mathematics and university level mathematics but specialist mathematical support for dyslexic students is rarely available. It is determined that dyslexic students can be impeded in their learning and understanding of mathematics as a direct result of their dyslexia. Recommendations for further study in some areas and future lines of inquiry in others are suggested.

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Prgomet, Anna. "Having dyslexia and coping with the English language : A case study of a Swedish student with dyslexia." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35423.

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In this research, it is discovered that for a Swedish child with dyslexia writing in English is difficult to execute. However, according to the Education Act in Sweden, when students with dyslexia are graded, they do not have to fulfill all the required knowledge areas. This means that their skills in writing are often disregarded when being given a final grade. In this case study, the student Filip was found to have difficulties with English spellings, especially words containing monophthongs, which can also be a common problem for all Swedish learners of English. However, there are methods that can be used to overcome this difficulty such as working with “systematic phonics”. It is also clear that the learners need to be given as many opportunities to work with the language in all its forms and practice as much as possible. This is something that the student emphasized as one of most effective ways of developing his language skills.

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Blackman, S. N. J. "Students with dyslexia speak : what secondary school students say about teaching and learning in Barbados." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596698.

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This qualitative study reports on sixteen age 14-17 year old dyslexic students’ perspectives of what helps or hinders their learning at two secondary schools in Barbados. The study draws on the constructivist paradigm of educational research which recognises the multiple realities that shape the world of schooling for students. It was these unique and varied ways that students interpreted and understood what took place in classrooms that forms the focus of this research. Data were collected to answer four main research questions. How do students view what teachers do that is helpful to their learnings? What do teachers do that is unhelpful to their learning? How do students view themselves as learners? And what difficulties do students with dyslexia face at secondary school? Participant observant and individual, pair and group interviews were embedded into a case study research strategy to investigate these questions. In addition, documentary evidence was scrutinised and an adapted Bangor Dyslexia test was used as a ‘game’ to explore whether the difficulties students reported were similar to those noted in the literature on dyslexia. The data were analysed using a Miles and Huberman (1994) framework. Descriptive and inferential coding frameworks were established before further distillation of the material was undertaken. The data were then reduced into analytic categories displayed in meta matrices before partitioned categories were established. The partitioned categories then formed the basis for the discussion of the thesis. Findings suggest that the area of teacher strategies is an important theme in considering how teachers hinder and facilitate students’ learning. In addition a number of important and interconnected themes emerged on how students viewed what they did as learners. In particular, personal strategies adopted, learning modality and motivation suggested that students’ views of learning were constrained and needed to be changed if they were to benefit from teacher instruction. Finally, the difficulties students faced with learning at school revealed weaknesses in the areas of understanding, note taking and reading, all of which form the foundations for successful learning. The study highlights the need for more systematic investigation into this area and for teacher awareness of the use of more dyslexia friendly strategies. This research also acknowledges the importance of specifically teaching study and learning skills to help students utilise and apply information presented to them in the classroom at the cognitive level.

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White, Jean. "Dyslexia in pre-registration nursing students : strategies for developing clinical competencies." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54286/.

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This study explored the difficulties dyslexic nursing students have in achieving clinical competence, what coping strategies they employ and how they may be supported in practice, thus enabling them to meet the standards to register as a nurse. A qualitative research study utilising case study methodology was chosen so that in addition to the personal experiences of individual dyslexic students, the wider social and cultural context that influences nurse education could be considered. All eleven students who participated had difficulty in clinical practice attributable to the nature and severity of their dyslexia. These difficulties involved dealing with verbal and written information, comprehension, constructing reports, remembering things, and being able to prioritise and organise their work within specific timeframes. There was evidence of tension felt by staff about upholding the rights of the dyslexic student seeking to become a registered nurse against the potential risk they thought the student posed to patients/clients. This tension influenced the relationships between staff and students. The diagnosis of dyslexia impacted negatively on the students' self-image, particularly affecting those diagnosed as adults. Timing and nature of the work in clinical placements either assisted or further challenged the dyslexic students in the achievement of clinical competence. The students identified a range of coping strategies, including the use of informal support networks. The students desired the formation of peer support groups. The relationship the students had with their mentors was key to the development of clinical competencies. It is recommended that all mentors receive preparation in supporting students with specific learning needs. Bronfenbrenner's (1979) Ecological Systems Theory was used as a framework to explain the implications of this study. The recommendations have relevance for policy makers, regulators and providers of nurse education, as well as for individual dyslexic nurses.

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Rontou, Maria. "Provision for students with dyslexia in EFL : an ethnographic case study." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1237/.

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This study investigated the provision that students with dyslexia receive in Greek state secondary schools in EFL and if it corresponds with the Education Ministry’s policy on dyslexia. A study of the literature on dyslexia in Greece has shown that there is lack of teachers’ training on dyslexia and of teaching resources, collaboration between professionals and seminars for parents (Constantopoulou 2002; Arapogianni 2003; Lappas 1997). Taking a Vygotskian approach to learning, I apply activity theory (Engeström 2001) to understand and analyse the contradictions that inhibit the implementation of provision for students with dyslexia. This is an ethnographic case study involving audio recorded observations and interviews with two head teachers, three teachers, four students with dyslexia and their parents in two Greek state secondary schools. It also involves the collection of students’ work. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the lack of teachers’ knowledge and funding, the school timetable, the lack of inter-collegial collaboration and collaboration with parents and the inadequate diagnosis and school and Ministry’s policy. The analysis also shows how the participants try to resolve the contradictions by creating new objects and new tools through individual reflection.

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Agahi, Andisheh Sara. "Investigating the strengths of dyslexia in successful adults and university students." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/8587/.

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The aim of the research in this thesis is to contribute to the body of knowledge relating to the strengths of dyslexia, with the longer term aim of helping dyslexic individuals to craft their lives and their jobs according to their strengths. This research has its foundation in three ‘communities of practice’: Work Psychology, Positive Psychology and dyslexia. The combination of the three areas of focus has led to the development of ‘Positive Dyslexia’ (Nicolson 2012), with a view to identifying -or crafting- a career that suits one’s strengths. The approach provides a counter-weight to the necessary but limited focus on weaknesses and their remediation. Current knowledge about career strengths in dyslexia is piecemeal and anecdotal. The overall design of the thesis was therefore to explore the territory of dyslexic career strengths by carrying out systematic qualitative interviews with successful dyslexic adults with the aim of identifying sources of commonality and heterogeneity. A questionnaire was then developed designed to incorporate the themes identified in this qualitative research and was administered to dyslexic and non-dyslexic University students thereby providing quantitative data on their incidence in a younger population. The overall design of the study followed an exploratory research design and is outlined below. Study one was a qualitative study with twelve dyslexic high achievers using a semi-structured interview designed to identify what they considered to be their strengths and their difficulties in the workplace. Participants were selected to represent a range of careers. Interpretative Phenomenological Analysis (Smith, 2009) was used to identify sub-ordinate themes. These were then classified into a three-domain taxonomy: Work Strengths, Cognitive Strengths and Inter-personal Strengths, with a 'triad' of strengths in each domain: for the Work Domain, Determination / Resilience, Proactivity and Flexible Coping; for the Cognitive Domain, Innovation, Big Picture approach, and Visuo-spatial skill; for the Interpersonal Domain, Teamwork, Empathy and Communication. Differences between domains arose both from job requirements and from experience. Study 2 was designed to assess the generality of these findings, using interviews with eight dyslexia experts with extensive experience of working with dyslexic adults. The interview schedule used for this study included additional sections relating to support for dyslexics and the need for strengths based research. From the themes in study 1, all six of the Cognitive Strengths Triad, Inter-personal Strengths Triad (the 'Big 6') and the Work Experience Strengths were supported, whereas from the Work Strengths Triad skills, only Determination/Resilience were highlighted. Additional themes emerging were need for ongoing support, areas of difficulty and consequences of not finding strengths. Study 3 was designed to address three issues emerging from the first two studies; first development of quantitative measures of the strengths identified in Studies 1 and 2; second, testing of younger adults (students rather than work professionals) to assess which skills might be self-selecting for success and which might develop through experience; and third to assess the specificity of the Strengths triad to dyslexia by including non-dyslexic student groups that were expected to show strengths in each area. Three student groups were used for this comparison; Management students to compare entrepreneurial traits and behaviours, Psychology students to compare levels of empathy and Architecture students to compare degrees of visuo-spatial ability. A comprehensive test battery was developed based on the themes generated from the first two studies by combining where available, existing tools with direct assessment of interpersonal and cognitive strengths. Student groups were also assessed on Holland’s Occupational Types (1973) in order to investigate job preferences. Overall, it comprised 110 items and was returned by 76 respondents. As expected, the groups showed great heterogeneity in performance, and this reduced the power of the statistical analyses. Between-group differences for Big Picture, Visuo-Spatial, Empathy, and Teamwork were as predicted, with significant differences found for the Big-picture and Visuo-spatial ability. By contrast, the dyslexic group did not show the predicted strengths in Creativity or in Entrepreneurial tendency. Holland job preference analysis revealed a range of differences, with the most striking being a highly significant (compared with the other groups) non-preference for Conventional careers. In conclusion, the studies in this thesis have identified for the first time a set of ten skills, characteristic of successful dyslexia adults, and developed prototype tools that allow these strengths to be assessed. The thesis also provides suggestive evidence that these skills may develop further through work experience and highlights the heterogeneity of individual strengths, both in dyslexic and non-dyslexic students. The findings provide strong support for the longer-term aim of developing dyslexia-friendly career advice and talent development systems based on a person's unique strengths. The findings have strong implications for parents, schools and employers.

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Gauntlett, David A. "A study of specific learning difficulties in tertiary education." Thesis, Open University, 1987. http://oro.open.ac.uk/56996/.

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This study is unique in investigating instances of Specific Learning Difficulties (Dyslexia) among mature students in British institutes of tertiary education. Despite growing awareness of this condition, it is only during the last thirty years that cases of dyslexia among adults have been distinguished from aphasia. Assessments were conducted using a structured questionnaire, psychometric tests, measures of attainment, vocational interest and personality. Test results provided support for the view that dyslexia is characterised by a discrepancy between language skills and intellectual ability accompanied by measurable cognitive differences. Significant differences were found on tests of short term memory, while spelling difficulties were the most enduring form of written language difficulty. Differences found on measures of personality, are thought to reflect an interaction between personality and coping strategies. Most subjects had felt constrained to take Jobs with a low interest level, ie. they had compromised their vocational interests and subsequently achieved lower socio-economic status than their fathers. The investigation into the provision made by British universities revealed that very few have any formal policy for dealing with dyslexic students. Most were unable to state what course support or examination concessions were available. In a study of factors related to modality, dyslexic students took longer to read material and remembered less than other groups. When using multi-modal material dyslexic subjects remembered more but must reconcile improving their recall ability with the expense of spending more time. In a second study of factors thought to influence the marking of scripts It was found that higher marks were not awarded to typewritten scripts free from spelling errors. Changes in format only influenced the focus of the tutors' comments. The conclusions are that dyslexia does not improve spontaneously, the dyslexic child is likely to become a dyslexic adult who will continue to experience difficulties with language skills, especially spelling, while the individuals educational, social and occupational ambitions are likely to be compromised because of their specific learning difficulties.

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Andersson, Matilda, and Erik Wieslander. "Testning med BeSS på svenska gymnasieungdomar utan kända språkliga svårigheter : - ett referensmaterial för bedömning av subtila språkstörningar." Thesis, Umeå universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-64311.

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Bakgrund: Testmaterialet Bedömning av Subtila Språkstörningar (BeSS) togs fram för att bedöma subtila språkliga svårigheter hos bland annat personer med neurodegenerativa sjukdomar. Testet har sedan använts bland annat i dyslexiutredningar då subtila språkliga svårigheter kan förekomma även vid dyslexi. BeSS saknar dock referensmaterial för flera åldersgrupper vilket behövs för att logopeder ska kunna göra tillförlitliga bedömningar med materialet. Mål: Att låta gymnasieungdomar genomgå BeSS och sammanställa ett referensmaterial. Att se om det föreligger några prestationsskillnader mellan deltesten och könsskillnader. Metod: I studien deltog 28 gymnasieungdomar, 16 flickor och 12 pojkar, vilka testades enskilt med BeSS. Deltagarna fick inte ha några kända språkliga svårigheter eller läs-/skrivsvårigheter. Övriga krav var att deltagarna gått i svensk skolklass och fått svensk undervisning på svenska under minst 8 år. Resultat: Det totala medelvärdet för testgruppen (alla deltesten sammanräknade) var 172 poäng av 210 möjliga med standardavvikelsen 14,5. I studien presenteras även medelvärde och standardavvikelse för var och ett av deltesten: Repetition av långa meningar M=20,8 (SD 4,6), Meningskonstruktion M=27,3 (SD 2,3), Inferens M=25,5 (SD 3,5), Förståelse av logikogrammatiska meningar M=25,2 (SD 3,4), Tvetydigheter M=22,1 (SD 5,0), Förståelse av metaforer M=25,5 (SD 3,9) och Definitioner av ord M=25,6 (SD 3,2). Det förelåg inga könsskillnader. Slutsats: Denna studie har resultat för 28 gymnasieungdomar vilket är början till ett referensmaterial som behövs för att BeSS fortsatt ska kunna användas kliniskt i logopedisk verksamhet. Deltesten Repetition av långa meningar och Meningskonstruktion blev de deltest där gymnasieungdomarna presterade lägst respektive högst poäng. Det förelåg inga signifikanta könsskillnader.
Background: The test material BeSS was developed to assess subtle language difficulties in people with neurodegenerative diseases. The test has also been used in dyslexia evaluations since subtle language difficulties also can occur with dyslexia. The material lacks reference material for several age groups which is needed to give safer assessments with the material. Aim: To collect reference material for the BeSS test for high school students. To see if there is differences in performance between the test sections and if there is a gender difference. Method: The study had 28 participants, 16 girls and 12 boys, who were tested individually with BeSS. The participants did not have any known language difficulties or reading/writing problems and they were required to have attended a Swedish class with Swedish education in Swedish for at least 8 years. Results: For each of the test sections means and standard deviations are presented. For the individual test sections the students performed as follows: Repetition of long sentences mean 20.8 (SD 4.6), Sentence construction 27.3 (SD 2.3), Inference 25.5 (SD 3.5), Understanding of grammatically logical sentences 25.2 (SD 3.4), Ambiguities 22.1 (SD 5.0), Understanding of metaphors 25.5 (SD 3.9) and Definitions of words 25.6 (SD 3.2). There was not a significant gender difference. Conclusions: This study presents results for 28 students which is the beginning of a reference material that is needed for the continued use of the test in clinical speech and language pathology work. In the test sections Repetition of long sentences and Sentence construction the students performed the lowest and the highest scores. There was not a significant gender difference.

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Murphy, Angela. "Possible selves and occupational potential of students with dyslexia : a narrative inquiry." Thesis, Leeds Beckett University, 2017. http://eprints.leedsbeckett.ac.uk/4785/.

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People with dyslexia often face life challenges, particularly as routine screening and diagnosis are not in place within schools (Department of Children, Schools and Families, 2009a). Confusion exists surrounding inconsistent pedagogical training and support. Together, these factors often result in complex societal dichotomies (MacDonald, 2012; Collinson and Penkreth, 2010; McNulty, 2003). While some disengage, or leave school early (MacDonald, 2012) more students with dyslexia access higher education, gain professional qualifications and have successful careers. However, very little is understood about the temporal educational experiences of those accessing higher education, particularly those on level 7 programmes. This research employs a novel perspective, exploring the possible selves (Markus and Nurius, 1986) and occupational potential (Asaba and Wicks, 2010) of level 7 healthcare students with dyslexia. It considers strategies put in place by participants in relation to possible selves of the past, present and future. Narrative inquiry (Clandinin and Connolly, 2000) and the theoretical perspectives of possible selves and occupational potential provide unique methodological and analytic tools and viewpoints. Stories of nine level 7 level healthcare students with dyslexia are explored and narratives are presented as acts and scenes of a play in order to enhance and elucidate the experiences and maintain the “spirit” (Douglas and Carless, 2013 p. 53) and essence of their voices. The main narrative plots, ‘diagnosis’, ‘cheerleaders in the background’, ‘fitting the mould’ and ‘strategies and the future’ identify factors which inhibit and 4 facilitate progress towards reaching occupational potential and desired possible selves. Thought-provoking new insights are provided in this doctoral thesis related to diagnosis, importance of families and some of the challenges of negotiating every day and academic life with dyslexia. Knowledge contributions and recommendations are made to these areas with conceptual developments relating to possible selves and occupational potential and practice recommendations for education, occupational therapy/science and policy.

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Rollins, Nicole M. "Self-Esteem and Compensatory Strategies for Reading: Understanding Successful Students With Dyslexia." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1399557937.

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Foster, Irene. "Metacognition and dyslexia : towards an increased understanding of the cognitive knowledge and self-regulation practices of students with dyslexia in higher education." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/88231/.

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This thesis examines the metacognitive and self-regulatory practices of students with dyslexia in higher education. It focuses on the understanding that these students have of their learning, the strategies they use and factors that determine how and why strategies are used. The study further examines the planning, organisation, management and evaluation of their learning. From an insider-researcher perspective, the data collection is derived from 16 semistructured interviews and a self-administered inventory, situated within an independent UK university. The participants were enrolled on the full time or part time route of the same training programme at the host university. A mixed methods approach was considered to lend itself to providing qualitative in-depth lived experience data and perceptions based on a 52 statement inventory of knowledge and regulation of cognition. The study findings suggest metacognition and self-regulation practices of these dyslexic students in higher education to be inefficient rather than deficient. Importantly, it notes the timeliness and impact of training input and learning support intervention on such findings.

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Grönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.

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This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get too little in-service training from their employer about dyslexia and reading difficulties. In addition the English teachers need to become more familiar with what reading strategies are and what new learning assisting materials students with dyslexia can make use of, such as new applications and the new HELP-program.

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Maguire, James Vincent. "Using video self-modelling to improve the reading attitudes of students with dyslexia." Thesis, University of Canterbury. Psychology, 2015. http://hdl.handle.net/10092/10727.

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Individuals with dyslexia have an unexpected difficulty learning to read. This difficulty produces other effects, such as poor reading attitudes, meaning many choose not to read. Reading is a valuable source of information and entertainment, therefore individuals with dyslexia require better reading support. This study attempted to develop an intervention to improve reading attitudes using video self-modelling (VSM). VSM involves individuals watching carefully created videos of themselves correctly performing target behaviours. During this 1 month intervention, 14 participants (13 male and 1 female) aged 9-14 who had dyslexia were asked to watch a weekly video of themselves silently reading one of four types of material: academic digital, academic print, recreational digital or recreational print. The participants’ reading attitudes and ability were measured before and after the intervention using the Survey of Adolescent Reading Attitudes and the Wide Range Achievement Test–Fourth Edition, respectively. Their reading habits and affect while reading (as a proxy measure of reading attitudes) were monitored during the intervention using a daily reading diary. This study did not detect any systematic or reliable changes in reading habits, affect while reading, reading attitudes and reading skills. This may have been due to limitations in the procedure, or it is possible that VSM cannot affect attitudes and that reading attitudes alone do not have a strong influence on ability. Consequently, future research should use VSM to help individuals with dyslexia by focusing on specific reading skills, such as phonological awareness.

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Hallman, Linnea. "Including You -Strategies for Including Students with Dyslexia in Regular English Classroom Practice." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-94381.

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This study aims to investigate what strategies teachers of English as a foreign language (EFL) apply in their teaching in order to include students with dyslexia in the regular classroom practice, with regard for the effects that the learning disorder has on English acquisition and the possibility to successfully learn the language. The purpose is to research how the participating teachers view inclusion, what strategies they apply in their own teaching to provide it, and how familiar they are with theoretical approaches regarding inclusion for students with dyslexia, in order to provide better insight into which strategies that are used and teachers’ preparedness to accommodate to the educational needs of today’s diverse student body.The study is based on a questionnaire where ten teachers of English in Upper secondary school answered questions regarding their view on inclusion, what strategies they use to include dyslexic learners in their classroom practice, how familiar they are with theoretical approaches in the field, and their perceived confidence in teaching students with dyslexia and the level of support provided by the school. The theoretical approaches used in this study are combined strategy instruction, multi-sensory approach, and meta-cognitive approach, resting on the premise of an inclusive teaching method.Results show that the participating teachers are accustomed to teaching students with dyslexia, and that a majority feel confident in their practice. Furthermore, teachers have a good insight into what difficulties dyslexia can pose for the students. The strategies most used among teachers to include these students are auditory aid alongside written text, digital tools, cognitive strategies such as predicting, summarizing and discussing, visual aid through pictures and colour-coding, focus on comprehension rather than spelling, larger print in texts, and building confidence among the dyslexic students. Regarding usage of theoretical approaches, visual displays, predicting, and summarizing were most used. Regarding familiarity and use of combined strategy instruction, multi-sensory approach, and meta-cognitive approach, the majority of the teachers did not explicitly state that they use these strategies, but their accounts given on strategies used suggests that they are familiar with the methods but that the terminology might differ. Moreover, while the participating teachers stated that they feel comfortable in teaching students with dyslexia, reports of constricting factors such as time, group size and lack of equipment makes it difficult to accommodate the needs of a diverse learner group.The results from the study are discussed in light of the theoretical background. Based on this, and the answers provided by the participating teachers, it can be affirmed that a more extensive use of strategies such as movie maker journaling, multi-sensory approach and meta-cognitive strategies could improve the learning of English among students with dyslexia. However, governing factors on an institutional level have to be considered in order to increase teachers’ ability to accommodate to the needs of these students.

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Dissertations / Theses on the topic 'Dyslexic Students'

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