Learning and Study Strategies of University Students Who Report a Significant History of Reading Difficulties

Autor/inn/en	Corkett, Julie K.; Parrila, Rauno; Hein, Serge F.
Titel	Learning and Study Strategies of University Students Who Report a Significant History of Reading Difficulties
Quelle	In: Developmental Disabilities Bulletin, 34 (2006) 1-2, S.57-79 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1184-0412
Schlagwörter	Reading Difficulties; Standardized Tests; Learning Strategies; Educational Experience; Undergraduate Students; Universities; Dyslexia; Comparative Analysis; Questionnaires; Likert Scales; Secondary Education + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Standadised tests; Standardisierter Test; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungserfahrung; University; Universität; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Fragebogen; Likert-Skala; Sekundarbereich
Abstract	The self-reported study and learning strategies used by university students reporting a significant history of reading difficulties (HRD; N = 29) were compared to those of university students who reported no history of reading difficulties (NRD; N = 38). All participants were given a battery of standardized tests and completed a questionnaire that addressed demographic information; reading, spelling and educational experiences; and learning and study strategies. Significantly more HRD than NRD participants reported using study strategies at both the secondary and post-secondary level. No significant differences were found in reported use of learning strategies at the secondary level, but significantly more HRD participants reported participating in classroom discussions and using organizational strategies at the post-secondary level. The findings suggest that university students with a history of reading difficulties use study strategies and, at the post-secondary level, some learning strategies to a greater degree than students without such difficulties. We suggest that this is likely a means of compensating for their remaining reading problems. (Contains 4 tables.) (As Provided).
Anmerkungen	J.P. Das Developmental Disabilities Centre. 6-102 Education North, University of Alberta, Edmonton AB T6G 2G5, Canada. Tel: 780-492-4505; Fax: 780-492-1318; Web site: http://www.ualberta.ca/~jpdasddc/bulletin/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10