Dyslexia in Higher Education: A Systematic Review of Interventions Used to Promote Learning

Autor/inn/en	Dobson Waters, Sharon; Torgerson, Carole J.
Titel	Dyslexia in Higher Education: A Systematic Review of Interventions Used to Promote Learning
Quelle	In: Journal of Further and Higher Education, 45 (2021) 2, S.226-256 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dobson Waters, Sharon) ORCID (Torgerson, Carole J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1744545
Schlagwörter	Dyslexia; College Students; Students with Disabilities; Intervention; Student Needs; Academic Support Services; Academic Accommodations (Disabilities); Assistive Technology; Educational Technology; Teaching Methods; Learning Modalities; Student Evaluation; Tests; Proofreading; Animation + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Korrektur
Abstract	This systematic review assessed the effectiveness of published inventions, of an experimental design, used to promote learning for learners with dyslexia on HE programmes. Historical observations suggest that a notable number of learners with dyslexia express concern at the levels of support they receive and that support plans provided to their departments are not implemented fully. To be eligible for inclusion in this systematic review studies had to evaluate interventions aimed at improving outcomes for students with dyslexia. Data was extracted from the studies using specially developed data extraction templates, one for studies of experimental/quasi-experimental design and one for systematic reviews to ensure a systematic and transparent approach to data collection. The included studies were quality appraised for internal validity, external validity and relevance. A thematic narrative synthesis was carried out on the studies' data. Evidence from the included studies was limited in terms of the number and rigour of studies which met the inclusion criteria. This impeded the review's ability to establish strong evidential conclusions. Findings suggest a scarcity of high quality, experimental research that tests the effectiveness of dyslexia support interventions in HE. Pockets of good practice exist which may prove useful but these require further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01