Strategies Used by University Students With Dyslexia: A Narrative Review

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2024-09-15 DOI:10.1177/15257401241275900

Ruthie E. Knight, Michaela J. Ritter, Diane F. Loeb

引用次数: 0

Abstract

The purpose of this narrative review was to examine the linguistic and classroom strategies used by young adults with dyslexia. Studies investigating evidence about university students’ use of strategies were compiled from four databases, including Academic Search Complete, APA PyscINFO, Education Research Complete, and Medline. Among the 117 articles identified, 15 studies were ultimately reviewed. The articles were summarized concerning the participant demographics, sample size, design of the study, methods, and the primary outcomes. The findings suggest that adults acquire strategies to help cope with their reading challenges to improve overall academic performance. Building a compensatory reading system using intact language abilities allows adults with dyslexia to perform at the same level as skilled readers. The importance of recognizing the emotional characteristics that may accompany a lifelong condition like dyslexia is emphasized, suggesting collaboration with healthcare professionals for comprehensive guidance.

查看原文本刊更多论文

有阅读障碍的大学生使用的策略：叙事回顾

本叙述性综述旨在研究有阅读障碍的年轻人所使用的语言和课堂策略。我们从四个数据库（包括 Academic Search Complete、APA PyscINFO、Education Research Complete 和 Medline）中收集了有关大学生使用策略的证据研究。在确定的 117 篇文章中，最终审查了 15 项研究。我们对这些文章进行了总结，内容涉及参与者的人口统计、样本大小、研究设计、方法和主要结果。研究结果表明，成年人可以通过学习策略来帮助应对阅读挑战，从而提高整体学习成绩。利用完整的语言能力建立一个补偿性阅读系统，可以让有阅读障碍的成年人达到熟练读者的水平。研究还强调了认识到阅读障碍这种终身疾病可能伴随的情绪特征的重要性，建议与医疗保健专业人员合作，以获得全面的指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.