Managing Reading and Related Literacy Difficulties: University Students' Perspectives

Autor/inn/en	Serry, Tanya; Oates, Jennifer; Ennals, Priscilla; Venville, Annie; Williams, Anne; Fossey, Ellie; Steel, Gillian
Titel	Managing Reading and Related Literacy Difficulties: University Students' Perspectives
Quelle	In: Australian Journal of Learning Difficulties, 23 (2018) 1, S.5-30 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1341422
Schlagwörter	College Students; Student Surveys; Interviews; Barriers; Academic Persistence; Time Management; Student Adjustment; Student Needs; Foreign Countries; Reading Difficulties; Clinical Diagnosis; Reading Skills; Study Skills; Student Attitudes; Help Seeking; Academic Support Services; Academic Accommodations (Disabilities); Statistical Analysis; Content Analysis; Australia + Suchen Sie Ihr Suchwort? Collegestudent; Schülerbefragung; Interviewing; Interviewtechnik; Zeitmanagement; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Studientechnik; Schülerverhalten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Statistische Analyse; Inhaltsanalyse; Australien
Abstract	This study explored the experiences of university students who identified as always having had reading difficulties. Thirty-three participants, all from one Australian university, were surveyed and 10 were also interviewed. Findings revealed that many shared academic challenges related to studying, along with a belief that their difficulties were not well understood by staff or peers. While participants disclosed many similar personal struggles related to completing their studies, positive attributes such as determination and time management strategies were frequently mentioned as instrumental in allowing them to reach university. Experiences were more variable regarding awareness of, access to, and satisfaction with university-based support and academic adjustments. To facilitate optimal inclusive educational practices, this study supports the need for greater awareness among staff about challenges faced by these university students along with a more individualised and targeted approach to providing them with academic supports and accommodations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01