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Learning Strategies and Study Approaches of Postsecondary Students With Dyslexia

Queen's University, Kingston, Ontario

Robert Silvestri

Queens University, Kingston, Ontario and Trent University, Peterborough, Ontario

Beth H. Allingham

Queen's University, Kingston, Ontario

Rauno Parrila

University of Alberta, Edmonton

Chantal B. La Fave

Queen's University, Kingston, Ontario

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.

Key Words: adults • dyslexia • learning strategies • approaches to learning • compensated dyslexics • postsecondary students

Journal of Learning Disabilities, Vol. 41, No. 1, 85-96 (2008)
DOI: 10.1177/0022219407311040


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