Abstract
We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work.
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Notes
Differences between the two groups were tested in regard to percentage of use rather than strategy score because the latter did not take into consideration how many times (days) the students who recorded a strategy attended lectures during the data collection period. Similarly, in the contexts of studying alone and studying with others, differences were tested with respect to percentage of use rather than strategy score (see Tables 2 and 3 for means) because strategy score did not reflect the number of times (days) participants recording a strategy studied alone and studied with others, respectively, during the data collection period.
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Andreassen, R., Jensen, M.S. & Bråten, I. Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study. Read Writ 30, 1891–1916 (2017). https://doi.org/10.1007/s11145-017-9758-9
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DOI: https://doi.org/10.1007/s11145-017-9758-9