An exploration of dyslexic students’ perceptions of their own personal learning styles in relation to conventional teaching methods
Cardiff Metropolitan University
MetadataShow full item record
Existing literature into the learning experience of dyslexic students accepts the notion that dyslexic learning styles differ from those of non-dyslexic students and typically deviate from conventional teaching methods. Research exploring methods more suitable to dyslexic individuals is limited as is research considering less familiar memory and processing related attributes of dyslexia. The aim of this study was to explore the ways in which dyslexic students learn and to investigate the ways in which conventional teaching methods prove unsuitable for dyslexic learning. Ten undergraduate students with a diagnosis of dyslexia were recruited for the research. The study utilized a qualitative design and data was collected using semi structured interviews that were analysed using a thematic analysis. The analysis revealed a total of four themes relating to the educational experience of dyslexic students and the effect being dyslexic had on this experience. The themes were Dyslexic learning, Motivation, Identity and Support. All themes were components of a global theme entitled “The impact of dyslexia” as themes were identified as either a product of dyslexia or found to have an effect on the dyslexic learning experience. There appeared to be issues regarding the detection of students with dyslexia whose characteristics were not consistent with widely acknowledged language difficulties. With this in mind, future research would benefit from firstly exploring the lesser recognised attributes of dyslexia and secondly considering the influence of teaching methods compliant with these characteristics on learning outcomes in dyslexic students.
BSc (Hons) Psychology
Showing items related by title, author, subject and abstract.
Coward, Kate Alice (Cardiff Metropolitan University, 2013)Background: Disabled students are under-represented within further education (Madriaga, 2007) and dyslexia is thought to be the most common learning disability in the UK (Shaywitz & Shaywitz, 2005). It has been shown that ...
Howell, Toni Kristina (2013)Background: Dyslexia is defined by a poor reading ability but also involves other cognitive problems (Szmalec et al. 2011). Recent literature put forward by Szmalec et al. 2011) suggests that the root cause of dyslexia is ...
O'Hara, Catherine (2013)Disability legislation and the widening of participation to a greater diversity of students requires that universities meet the needs of a growing number of students disclosing dyslexia. Previous research has shown that ...