Skip to main content
SpringerLink
Log in

Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study

  • Published:
Reading and Writing Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. 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.

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

    Google Scholar 

  • Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.). (2013). Applications of self-regulated learning across diverse disciplines. Charlotte, NC: Information Age.

    Google Scholar 

  • Bembenutty, H., White, M. C., & Vélez, M. R. (2015). Developing self-regulation of learning and teaching skills among teacher candidates. Dordrecht: Springer.

    Book  Google Scholar 

  • Bergey, B. W., Deacon, S. H., & Parrila, R. K. (2017). Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties. Journal of Learning Disabilities, 50, 81–94. doi:10.1177/0022219415597020.

    Article  Google Scholar 

  • Bjornsdottir, G., Halldorsson, J. G., Steinberg, S., Hansdottir, I., Kristjansson, K., Stefansson, H., et al. (2014). The Adult Reading History Questionnaire (ARHQ) in icelandic: Psychometric properties and factor structure. Journal of Learning Disabilities, 47, 532–542. doi:10.1177/0022219413478662.

    Article  Google Scholar 

  • Bråten, I., Amundsen, A., & Samuelstuen, M. S. (2010). Poor readers—good learners: A study of dyslexic readers learning with and without text. Reading and Writing Quarterly, 26, 166–187. doi:10.1080/10573560903123684.

    Article  Google Scholar 

  • Bråten, I., & Samuelstuen, M. S. (2007). Measuring strategic processing: Comparing task-specific self-reports to traces. Metacognition and Learning, 2, 1–20. doi:10.1007/s11409-007-9004-y.

    Article  Google Scholar 

  • Bråten, I., Samuelstuen, M. S., & Strømsø, H. I. (2004). Do students’ self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use? Educational Psychology, 24, 231–247. doi:10.1080/0144341032000160164.

    Article  Google Scholar 

  • Brunswick, N. (2012). Dyslexia in UK higher education and employment: An introduction and overview. In N. Brunswick (Ed.), Supporting dyslexic adults in higher education and the workplace (pp. 1–6). Malden, MA: Wiley.

    Chapter  Google Scholar 

  • Callens, M., Tops, W., Stevens, M., & Brysbaert, M. (2014). An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia. Annals of Dyslexia, 64, 91–119. doi:10.1007/s11881-013-0088-6.

    Article  Google Scholar 

  • Chevalier, T. M., Parrila, R., Ritchie, K. C., & Deacon, S. H. (2017). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities, 50, 34–48. doi:10.1177/0022219415588850.

    Article  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Corkett, J. K., Hein, S. F., & Parrila, R. (2008). Compensating for reading difficulties: A qualitative investigation of university students’ experiences of influential personal characteristics. Exceptionality Education International, 18, 51–68.

    Google Scholar 

  • Corkett, J. K., Parrila, R., & Hein, S. F. (2006). Learning and study strategies of university students who report a significant history of reading difficulties. Developmental Disabilities Bulletin, 34, 57–79.

    Google Scholar 

  • Corley, M. A., & Taymans, J. M. (2002). Adults with learning disabilities: A review of the literature. In J. Comings, B. Garner, & C. Smith (Eds.), Annual review of adult learning and literacy (Vol. 3, pp. 44–83). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Dickhäuser, O., & Plenter, I. (2005). “Letztes Halbjahr stand ich zwei”: Zur Akkuratheit selbst berichteter Noten [On the accuracy of self-reported school marks]. Zeitschrift für Pädagogische Psychologie, 19, 219–224. doi:10.1024/1010-0652.19.4.219.

    Article  Google Scholar 

  • Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117–128. doi:10.1207/s15326985ep4002_6.

    Article  Google Scholar 

  • Estrada, L., Dupoux, E., & Wolman, C. (2006). The relationship between locus of control and personal-emotional adjustment and social adjustment to college life in students with and without learning disabilities. College Student Journal, 40, 43–54.

    Google Scholar 

  • Fink, R. P. (1998). Literacy development in successful men and women with dyslexia. Annals of Dyslexia, 48, 311–336. doi:10.1007/s11881-998-0014-5.

    Article  Google Scholar 

  • Frucot, V. G., & Cook, G. L. (1994). Further research on the accuracy of students’ self-reported grade point averages, SAT scores, and course grades. Perceptual and Motor Skills, 79, 743–746. doi:10.2466/pms.1994.79.2.743.

    Article  Google Scholar 

  • Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31, 350–365.

    Google Scholar 

  • Hagen, Å., Braasch, J. L. G., & Bråten, I. (2014). Do argument tasks promote intertextual reading strategies? A study relating spontaneous note-taking, self-reported strategies, and multiple-text comprehension. Journal of Research in Reading, 37, 141–157. doi:10.1111/j.1467-9817.2012.01536.x.

    Article  Google Scholar 

  • Heiman, T., & Precel, K. (2003). Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36, 248–258. doi:10.1177/002221940303600304.

    Article  Google Scholar 

  • Hofer, M., Kuhnle, C., Kilian, B., & Fries, S. (2012). Cognitive ability and personality variables as predictors of school grades and test scores in adolescents. Learning and Instruction, 22, 368–375. doi:10.1016/j.learninstruc.2012.02.003.

    Article  Google Scholar 

  • Høien, T. (2007). Logos håndbok: Diagnostisering av dysleksi og andre lesevansker [Logos handbook: Diagnosing dyslexia and other reading difficulties]. Bryne: Logometrica.

    Google Scholar 

  • Høien, T., & Lundberg, I. (2000). Dyslexia: From theory to intervention. Dordrecht: Kluwer.

    Book  Google Scholar 

  • Hulme, C., & Snowling, M. J. (2009). Developmental disorders of language learning and cognition. Chichester: Wiley.

    Google Scholar 

  • Iida, M., Shrout, P. E., Laurenceau, J.-P., & Bolger, N. (2012). Using diary methods in psychological research. In H. Cooper (Ed.), APA handbook of research methods in psychology (Vol. 1, pp. 277–305). Washington, DC: American Psychological Association.

    Google Scholar 

  • Kanfer, R., Reinecker, H., & Schmelzer, D. (1996). Selbstmanagement-Therapie [Self-management therapy] (2nd ed.). Berlin: Springer.

    Book  Google Scholar 

  • Karabenick, S. A., & Berger, J. L. (2013). Help seeking as a self-regulated learning strategy. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines (pp. 237–261). Charlotte, NC: Information Age.

    Google Scholar 

  • Kirby, J. R., Silvestri, R., Allingham, B. H., Parrila, R., & La Fave, C. B. (2008). Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities, 41, 85–96. doi:10.1177/0022219407311040.

    Article  Google Scholar 

  • Kline, R. B. (2004). Beyond significance testing: Reforming data analysis methods in behavioral research. Washington, DC: American Psychological Association.

    Book  Google Scholar 

  • Lefly, D. L., & Pennington, B. F. (2000). Reliability and validity of the adult reading history questionnaire. Journal of Learning Disabilities, 33, 286–296. doi:10.1177/002221940003300306.

    Article  Google Scholar 

  • Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1–14. doi:10.1007/s11881-003-0001-9.

    Article  Google Scholar 

  • MacCullagh, L., Bosanquet, A., & Badcock, N. A. (2017). University students with dyslexia: A qualitative exploratory study of learning practices, challenges, and strategies. Dyslexia, 23, 3–23. doi:10.1002/dys.1544.

    Article  Google Scholar 

  • Mælan, E. N., & Bråten, I. (1998). Metakognitiv kompetanse og strategibruk hos universitetsstudenter med lese- og skrivevansker [Metacognitive competence and strategy use among university students with reading and writing difficulties]. Nordic Journal of Special Education, 76, 102–113.

    Google Scholar 

  • Mayer, R. E. (1988). Learning strategies: An overview. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 11–22). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • McNamara, D. S., & Magliano, J. P. (2009). Self-explanation and metacognition: The dynamics of reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 60–81). New York, NY: Routledge.

    Google Scholar 

  • Mortimore, T., & Crozier, W. R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31, 235–251. doi:10.1080/03075070600572173.

    Article  Google Scholar 

  • Olofsson, Å., Ahl, A., & Taube, K. (2012). Learning and study strategies in university students with dyslexia: Implications for teaching. Procedia – Social and Behavioral Sciences, 47, 1184–1193. doi:10.1016/j.sbspro.2012.06.798.

    Article  Google Scholar 

  • Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, & Winston.

    Google Scholar 

  • Pajares, F. (1996). Self-efficacy beliefs in academic contexts. Review of Educational Research, 66, 543–578. doi:10.3102/00346543066004543.

    Article  Google Scholar 

  • Paris, S. G., Byrnes, J. P., & Paris, A. H. (2001). Constructing theories, identities, and actions of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 253–287). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Pedersen, H. F., Fusaroli, R., Lauridsen, L. L., & Parrila, P. (2016). Reading processes of university students with dyslexia: An examination of the relationship between oral reading and reading comprehension. Dyslexia, 22, 305–321. doi:10.1002/dys.1542.

    Article  Google Scholar 

  • Pino, M., & Mortari, L. (2014). The inclusion of students with dyslexia in higher education: A systematic review using narrative synthesis. Dyslexia, 20, 346–369. doi:10.1002/dys.1484.

    Article  Google Scholar 

  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. doi:10.1177/0013164493053003024.

    Article  Google Scholar 

  • Richardson, J. T. E., & Wydell, T. N. (2003). The representation and attainment of students with dyslexia in UK higher education. Reading and Writing: An Interdisciplinary Journal, 16, 475–503. doi:10.1023/A:1024261927214.

    Article  Google Scholar 

  • Satcher, J. (1992). College students with learning disabilities: Meeting the challenge. College and University, 67, 127–132.

    Google Scholar 

  • Schellings, G. (2011). Applying learning strategy questionnaires: Problems and possibilities. Metacognition and Learning, 6, 91–109. doi:10.1007/s11409-011-9069-5.

    Article  Google Scholar 

  • Schmitz, B., Klug, J., & Schmidt, M. (2011). Assessing self-regulated learning using diary measures with university students. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 251–266). New York, NY: Routledge.

    Google Scholar 

  • Schmitz, B., & Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology, 31, 64–96. doi:10.1016/j.cedpsych.2005.02.002.

    Article  Google Scholar 

  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125–151). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Schunk, D. E., & Ertmer, P. A. (2000). Self-regulation and academic learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Colombus, OH: Pearson Merrill Prentice Hall.

    Google Scholar 

  • Seligman, M. E. P. (1975). Helplessness: On depression, development, and death. San Francisco, CA: Freeman.

    Google Scholar 

  • Sinatra, G. M., Brown, K. J., & Reynolds, R. E. (2002). Implications of cognitive resource allocation for comprehension strategies instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 62–76). New York, NY: Guilford.

    Google Scholar 

  • Stage, F., & Milne, N. (1996). Invisible scholars: Students with learning disabilities. Journal of Higher Education, 67, 426–441. doi:10.2307/2943806.

    Article  Google Scholar 

  • Stampoltzis, A., & Polychronopoulou, S. (2009). Greek university students with dyslexia: An interview study. European Journal of Special Needs Education, 24, 307–321. doi:10.1080/08856250903020195.

    Article  Google Scholar 

  • Strømsø, H. I., Bråten, I., & Samuelstuen, M. S. (2003). Students’ strategic use of multiple sources during expository text reading. Cognition and Instruction, 21, 113–147. doi:10.1207/S1532690XCI2102_01.

    Article  Google Scholar 

  • Strømsø, H. I., Hagtvet, B. E., Lyster, S. A. H., & Rygvold, A. L. (1997). Lese- og skriveprøver for studenter på høyskole- og universitetsnivå [Reading and writing tests for students at college and university level]. Oslo: University of Oslo.

    Google Scholar 

  • Swanson, H. L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research & Practice, 14, 129–140. doi:10.1207/sldrp1403_1.

    Article  Google Scholar 

  • Undheim, A. M. (2009). A thirteen-year follow-up study of young Norwegian adults with dyslexia in childhood: Reading development and educational levels. Dyslexia, 15, 291–303. doi:10.1002/dys.384.

    Article  Google Scholar 

  • Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Arelt & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis [Learning strategies and metacognition: Implications for research and practice] (pp. 75–97). Berlin: Waxman.

    Google Scholar 

  • Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report instruments: A discussion. Metacognition and Learning, 6, 205–211. doi:10.1007/s11409-011-9080-x.

    Article  Google Scholar 

  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2–40. doi:10.1046/j.0021-9630.2003.00305.x.

    Article  Google Scholar 

  • Wasserstein, R. L., & Lazar, N. A. (2016). The ASA statement on p-values: Context, process, and purpose. The American Statistician, 70, 129–133. doi:10.1080/00031305.2016.1154108.

    Article  Google Scholar 

  • Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 727–747). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Wilczenski, F. L., & Gillespie-Silver, P. (1992). Challenging the norm: Academic performance of university students with learning disabilities. Journal of College Student Development, 33, 197–202.

    Google Scholar 

  • Winne, P. H. (2010). Improving measurements of self-regulated learning. Educational Psychologist, 45, 267–276. doi:10.1080/00461520.2010.517150.

    Article  Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York, NY: Routledge.

    Google Scholar 

  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628. doi:10.3102/00028312023004614.

    Article  Google Scholar 

  • Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284–290. doi:10.1037/0022-0663.80.3.284.

    Article  Google Scholar 

  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51–59. doi:10.1037/0022-0663.82.1.51.

    Article  Google Scholar 

  • Zimmerman, B. J., & Moylan, A. R. (2008). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). New York, NY: Routledge.

    Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (2001). Reflections on theories of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 289–307). Mahwah, NJ: Erlbaum.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Østfold University College, Halden, Norway

    Rune Andreassen & Magne S. Jensen

  2. Department of Education, University of Oslo, P.O. Box 1092, Blindern, 0317, Oslo, Norway

    Ivar Bråten

Authors
  1. Rune Andreassen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Magne S. Jensen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ivar Bråten
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ivar Bråten.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

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

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-017-9758-9

Keywords

Search

Navigation