University Transition Experiences of Four Students with Dyslexia in New Zealand

Autor/in	Rowan, Linda
Titel	University Transition Experiences of Four Students with Dyslexia in New Zealand
Quelle	In: Australian Journal of Learning Difficulties, 19 (2014) 2, S.129-136 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2014.923478
Schlagwörter	Foreign Countries; Educational Experience; Decision Making; Dyslexia; College Freshmen; Learning Problems; Learning Experience; Interviews; College Admission; Constructivism (Learning); Academic Advising; Student Educational Objectives; Student Personnel Services; Student Surveys; Student Attitudes; Accessibility (for Disabled); Grounded Theory; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Bildungserfahrung; Decision-making; Entscheidungsfindung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Studienanfänger; Lernproblem; Lernerfahrung; Interviewing; Interviewtechnik; Hochschulzugang; Hochschulzulassung; Zulassung; Akademischer Rat; Schülerbefragung; Schülerverhalten; Accessibility; Zugänglichkeit; Neuseeland
Abstract	This study considered the previous educational experiences, decision-making, and first-year experiences of four students who self-identified as learning with dyslexia within one university in New Zealand. The study showed that despite achieving the required standards for entrance to study at university, some students lacked the knowledge and self-advocacy skills necessary to access the learning support available to them at the university. Without good quality, relevant and focused course advice, students with dyslexia are at risk of being mismatched in academic programs, failing to complete their courses of study and incurring financial costs. With appropriate course advice, connecting to support services early, and applying proven study and time management strategies, these students are able to achieve grades higher than in compulsory education, suggesting that high school academic results should not be used as a predictor of their success at university. By understanding the learning experiences of successful students with dyslexia as they transition to university, we can improve how we encourage and support academically capable students who struggle with literacy in their compulsory and tertiary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10