NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ869862
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1918-5227
Compensating for Reading Difficulties: A Qualitative Investigation of University Students' Experiences of Influential Personal Characteristics
Corkett, Julie K.; Hein, Serge F.; Parrila, Rauno
Exceptionality Education International, v18 n2 p51-68 2008
This study involved a qualitative examination of the personal characteristics that university students saw as important in helping them to compensate for their reading difficulties at various stages of their education. The sample consisted of 10 undergraduate students or recent graduates who reported a significant history of reading difficulties. Data were collected using in-depth, open-ended interviews with each participant. These data were then analyzed using a form of whole text analysis and resulted in four major themes: seeking assistance from others, developing positive relationships with others, being highly motivated to achieve, and maintaining a belief in one's abilities. The findings highlight the broad range of factors that can influence motivation and self-concept and the wide variety of people who can be involved in providing assistance to individuals with reading difficulties. The implications of the findings for educational practice and for further research are discussed.
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A