Learning strategies and study approaches of postsecondary students with dyslexia.

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  • Author(s): Kirby, John R.. Queen's University, Kingston, ON, Canada; Silvestri, Robert. Faculty of Education, Queen's University, Kingston, PQ, Canada; Allingham, Beth H.. Queen's University, Kingston, ON, Canada; Parrila, Rauno. University of Alberta, Edmonton, AB, Canada; La Fave, Chantal B.. Queen's University, Kingston, ON, Canada
  • Source:
    Journal of Learning Disabilities, Vol 41(1), Jan-Feb, 2008. pp. 85-96.
  • Publisher:
    US : PRO-ED
  • Language:
    English
  • Document Type:
    Journal Article
  • Publication Type:
    Journal; Peer Reviewed Journal
  • Additional Information
    • Source:
      J Learn Disabil
    • Physical Description:
      12
    • Other Publishers:
      US : Sage Publications
    • ISSN:
      0022-2194 (Print)
      1538-4780 (Electronic)
    • Keywords:
      learning strategies, study approaches, postsecondary students, dyslexia, reading ability
    • Abstract:
      The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students without dyslexia. Moreover, university students with dyslexia were significantly more likely to report a deep approach to learning in comparison to university students without dyslexia. Reading ability correlated positively with selecting main ideas and test taking strategies and negatively with use of study aids. The authors interpret the learning strategy results as consequences of and compensations for the difficulties that students with dyslexia have in word reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
    • Subject Terms:
    • Subject Terms:
      Adaptation, Psychological; Adolescent; Adult; Attention; Canada; Comprehension; Dyslexia; Education, Special; Educational Status; Female; Humans; Male; Problem-Based Learning; Time Management; Universities
    • PsycINFO Classification:
      Learning Disorders (3253)
    • Population:
      Human
      Male
      Female
    • Location:
      Canada
    • Age Group:
      Adulthood (18 yrs & older)
    • Tests & Measures:
      Wechsler Adult Intelligence Scale-III
      Raven's Standard Progressive Matrices
      Adult Reading History Questionnaire-Revised
      Study Process Questionnaire-Revised
      Woodcock Reading Mastery Tests--Revised
      Nelson-Denny Reading Test
      Peabody Picture Vocabulary Test
    • Methodology:
      Empirical Study; Quantitative Study
    • Physical Description:
      Electronic
    • Publication Date:
      20080211
    • Publication Date:
      20121001
    • Accession Number:
      http://dx.doi.org/10.1177/0022219407311040
    • Accession Number:
      18274505
    • Accession Number:
      2008-01050-006
    • Number of Citations in Source:
      49
  • Citations
    • ABNT:
      KIRBY, J. R. et al. Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities, [s. l.], v. 41, n. 1, p. 85–96, 2008. DOI 10.1177/0022219407311040. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2008-01050-006. Acesso em: 28 nov. 2020.
    • AMA:
      Kirby JR, Silvestri R, Allingham BH, Parrila R, La Fave CB. Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities. 2008;41(1):85-96. doi:10.1177/0022219407311040
    • APA:
      Kirby, J. R., Silvestri, R., Allingham, B. H., Parrila, R., & La Fave, C. B. (2008). Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities, 41(1), 85–96. https://doi.org/10.1177/0022219407311040
    • Chicago/Turabian: Author-Date:
      Kirby, John R., Robert Silvestri, Beth H. Allingham, Rauno Parrila, and Chantal B. La Fave. 2008. “Learning Strategies and Study Approaches of Postsecondary Students with Dyslexia.” Journal of Learning Disabilities 41 (1): 85–96. doi:10.1177/0022219407311040.
    • Harvard:
      Kirby, J. R. et al. (2008) ‘Learning strategies and study approaches of postsecondary students with dyslexia’, Journal of Learning Disabilities, 41(1), pp. 85–96. doi: 10.1177/0022219407311040.
    • Harvard: Australian:
      Kirby, JR, Silvestri, R, Allingham, BH, Parrila, R & La Fave, CB 2008, ‘Learning strategies and study approaches of postsecondary students with dyslexia’, Journal of Learning Disabilities, vol. 41, no. 1, pp. 85–96, viewed 28 November 2020, .
    • MLA:
      Kirby, John R., et al. “Learning Strategies and Study Approaches of Postsecondary Students with Dyslexia.” Journal of Learning Disabilities, vol. 41, no. 1, Jan. 2008, pp. 85–96. EBSCOhost, doi:10.1177/0022219407311040.
    • Chicago/Turabian: Humanities:
      Kirby, John R., Robert Silvestri, Beth H. Allingham, Rauno Parrila, and Chantal B. La Fave. “Learning Strategies and Study Approaches of Postsecondary Students with Dyslexia.” Journal of Learning Disabilities 41, no. 1 (January 2008): 85–96. doi:10.1177/0022219407311040.
    • Vancouver/ICMJE:
      Kirby JR, Silvestri R, Allingham BH, Parrila R, La Fave CB. Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities [Internet]. 2008 Jan [cited 2020 Nov 28];41(1):85–96. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2008-01050-006