Val Shelford
Subject leader - ESOL and member of UpGrade team

A comparison of the views that non-dyslexic and dyslexic students have of themselves as learners.

 

 

 

Background

• My dissertation in 2004-5 examined the relationship between dyslexia and self-esteem, and how these constructs affected the achievement of 19 dyslexic students at this college.
• This study focuses on the views that 19 non-dyslexic students have of themselves as learners.

Key Actions

• Comparisons are drawn between the 2 student groups in terms of how they rate both their academic performance and academic self-concept.
• Implications for the college are drawn and suggestions offered which are likely to enhance the learning experience of students at this college.

Key Findings

• Like the dyslexic students, this sample of students felt that they were performing well and could achieve academic success.
• The non-dyslexic students presented an academic self-concept which was slightly stronger on some dimensions than the positive one of the dyslexic students 2 years ago.
• The only very significant difference between the 2 groups of students was in the type of academic difficulties experienced.
• Whilst the difficulties of the previous group were of a typically dyslexic nature, those of the non-dyslexic students centred on the transition from Level 2 to Level 3 courses, and the increased academic demands that this entails.

 

Click here to download full article

 

 

Contact: vshelford@farnboroughsfc.ac.uk