Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544225
Title: The impact of dyslexia and cognitive style upon the study skills and experience of students in higher education
Author: Mortimore, Tilly
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2006
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Abstract:
This study examined the impact of dyslexia and cognitive style upon the study skills and learning experiences of students in higher education. It aimed to investigate whether there are any significant differences in cognitive style between students with and without dyslexia and whether style has a significant part to play in a student's levels of success in learning from lectures. Increasing numbers of students with dyslexia are studying at degree level and Part IV of the Disability Discrimination Act (2001) has led to the introduction of a range of support services in Higher Education. The research therefore also sought to investigate the particular difficulties posed by study at degree level for learners with dyslexia, the extent to which they have utilised and benefited from support measures currently in place and the effect of dyslexia upon their experience of higher education. Its emancipatory aim was to contribute to the ways in which barriers within higher education might be removed and students enabled to fulfil their potential. Accordingly the project took a multi-method approach to investigate the experiences of 137 male students, sixty with dyslexia and 77 without, in 17 higher education institutions. Cognitive style did not differ significantly between students with and without dyslexia nor was it implicated in the students' performance in the lecture based tasks. However, the students with dyslexia, completed these tasks less successfully and were slower to process the tasks involved in the cognitive style analysis than the controls. Dyslexic students also reported significantly more difficulties with study skills across their education than the non-dyslexic group and significantly higher need and utilisation of learning support. However, many needs have yet to be met. The academic success achieved by students with dyslexia masks concerns about difficulties across the range of academic skills, tasks and activities which impact upon their relationships with peers and lecturers and their sense of their identity as students. The findings are discussed in the light of the impact of dyslexia upon the individual and the position of dyslexia within current models of disability. Suggestions are offered as to how policy within higher education institutions could be developed to individualise support and broaden access.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.544225  DOI: Not available
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