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Empowering Academic Success in Posts...

Richardson, Gregory Daryl.

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Empowering Academic Success in Postsecondary Students Who Have Dyslexia: Using Strengths to Break Down Barriers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Empowering Academic Success in Postsecondary Students Who Have Dyslexia: Using Strengths to Break Down Barriers./
作者:	Richardson, Gregory Daryl.
面頁冊數:	357 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680795
ISBN:	9781321531435

Empowering Academic Success in Postsecondary Students Who Have Dyslexia: Using Strengths to Break Down Barriers.
Richardson, Gregory Daryl.

Empowering Academic Success in Postsecondary Students Who Have Dyslexia: Using Strengths to Break Down Barriers. - 357 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2015.

This item is not available from ProQuest Dissertations & Theses.

Higher education plays a key role in the ability to successfully compete in the job market, and as such, is of great value to each individual, their community, and the nation. While research suggests that students with learning disabilities (LD) struggle academically, most of the existing literature relates to K-12 education, and less is known about students with LD in postsecondary education. However, approximately 50% of the students with disabilities enrolled in American colleges and universities self-identify as having a learning disability, and dyslexia is the dominant subcategory.

ISBN: 9781321531435Subjects--Topical Terms:

641065
Higher education.

Empowering Academic Success in Postsecondary Students Who Have Dyslexia: Using Strengths to Break Down Barriers.
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520 $a Higher education plays a key role in the ability to successfully compete in the job market, and as such, is of great value to each individual, their community, and the nation. While research suggests that students with learning disabilities (LD) struggle academically, most of the existing literature relates to K-12 education, and less is known about students with LD in postsecondary education. However, approximately 50% of the students with disabilities enrolled in American colleges and universities self-identify as having a learning disability, and dyslexia is the dominant subcategory.
520 $a Thirty college students were interviewed in order to examine personal postsecondary experiences resulting from dyslexia, and to identify those strengths (inherent drivers) and assets (systematic supports) that assisted them in succeeding academically. A customized interview protocol was used to ascertain student perspectives about strategies that they used in learning, as well as their institutional experiences. This protocol consisted of a set of five predetermined, open-ended questions.
520 $a Research findings revealed that all study participants possessed dyslexic traits, although 70% (n=21) were never formally diagnosed. Findings revealed that reading, distraction, and/or switching characters were key academic challenges for participants. These participants attributed their postsecondary academic successes to two significant factors: internal strengths (inclusive of learning strategies) and environmental assets (governmental and/or institutional resources). Findings also showed that participants' non-linear thinking processes were major strengths in their academic successes.
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