Academic Achievement of University Students with Dyslexia

• Published in: Dyslexia
• Main Authors: Olofsson, Åke, Taube, Karin, Ahl, Astrid
• Other Authors: Vetenskapsrådet
• Format: Article in Journal/Newspaper
• Language: English
• Published: Wiley 2015
• Subjects: Northern Sweden
• Online Access: http://dx.doi.org/10.1002/dys.1517; https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Fdys.1517; https://onlinelibrary.wiley.com/doi/pdf/10.1002/dys.1517

Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Copyright © 2015 John Wiley & Sons, Ltd. Key Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One‐fifth of the students with dyslexia may need a longer period of study than other students.