Dyslexic students in higher education : a psychological study.

The experience of dyslexic students in higher education is examined in this thesis in
four studies: two major and two minor. The first study focuses on autobiographical
information and describes how the hypothesis and the general theme of the study
emerged from personal experience. Study two presents a set of qualitative case
studies, which employ Jonathan Smith's Interpretative Phenomenological Analysis
(IPA) technique in order to generate a set of key themes (looking for a reason, social
comparison, low self-esteem and need for appropriate support) which are then
developed into the questionnaire which constitutes study three. The questionnaire
comprised 54 items and was retumed by 86 respondents, 38 male and 48 female. The
high agree response rate; confirmed that the statements generated accurately reflected
the views of respondents. Furthermore, a rich source of data was gathered from the
free comment section. The information gathered from the three stUdies is then used to
develop a preliminary model of dyslexia support, suggesting provision of support across
the whole institution, rather than allocation of support on an individual basis. The model
is evaluated in study four, via peer group review in the form of a questionnaire.
The first chapter introduces the theoretical background to the thesis, reviewing the
relevant psychological literature and highlighting the situation in practice and policy in the
present system.
Chapter two presents the writer's own personal experience in the form of an
autobiographical case study (study one), thus presenting the reasoning behind the
generation of the hypothesis explored within the thesis.
Chapter three offers the rationale behind the employment of mixed methods within the
thesis, a variety of qualitative methodological tools are discussed, including Interpretative
phenomenological analysis (IPA); grounded theory and symbolic interaction ism. Chapter
four discusses the underlying theoretical/philosophical assumptions behind the utilisation
of the particular qualitative method (IPA) employed in the analysis of the case studies
presented in study two.
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Chapters five to eight evaluate and discuss the findings from studies two and three and
consider the implications that these have in relation to the restrictions of the present
system; offering a preliminary model of support for dyslexic students in higher education.
Chapter nine presents the findings from study four (peer review questionnaire), evaluating
the preliminary model of dyslexia support put forward in the previous chapter.
The thesis concludes with a review of its findings (Chapter 10) and a discussion of its
contribution to a wider understanding of the issues involved in supporting dyslexic
students in higher education, together with implications for policy, practice and pedagogy.