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ERIC Number: EJ815709
Record Type: Journal
Publication Date: 2006
Pages: 23
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1184-0412
Learning and Study Strategies of University Students Who Report a Significant History of Reading Difficulties
Corkett, Julie K.; Parrila, Rauno; Hein, Serge F.
Developmental Disabilities Bulletin, v34 n1-2 p57-79 2006
The self-reported study and learning strategies used by university students reporting a significant history of reading difficulties (HRD; N = 29) were compared to those of university students who reported no history of reading difficulties (NRD; N = 38). All participants were given a battery of standardized tests and completed a questionnaire that addressed demographic information; reading, spelling and educational experiences; and learning and study strategies. Significantly more HRD than NRD participants reported using study strategies at both the secondary and post-secondary level. No significant differences were found in reported use of learning strategies at the secondary level, but significantly more HRD participants reported participating in classroom discussions and using organizational strategies at the post-secondary level. The findings suggest that university students with a history of reading difficulties use study strategies and, at the post-secondary level, some learning strategies to a greater degree than students without such difficulties. We suggest that this is likely a means of compensating for their remaining reading problems. (Contains 4 tables.)
J.P. Das Developmental Disabilities Centre. 6-102 Education North, University of Alberta, Edmonton AB T6G 2G5, Canada. Tel: 780-492-4505; Fax: 780-492-1318; Web site: http://www.ualberta.ca/~jpdasddc/bulletin/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A