Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-28T05:57:04.888Z Has data issue: false hasContentIssue false

Chapter 2 - Dyslexia, Anxiety and Social/Emotional Barriers in Higher Education

Published online by Cambridge University Press:  21 October 2021

Amanda T. Abbott-Jones
Amanda T. Abbott-Jones
Affiliation:
Independent Dyslexia Consultants, London
Get access

Summary

This chapter shows that, historically and internationally, key developments and literature on dyslexia and higher education have had little emphasis on or investigation into emotional consequences of dyslexia for university students and their ways of coping. Although legislation introduced in the United Kingdom during the 1990s led to improved provision for students with dyslexia, which is discussed, existing research on dyslexia in higher education has historically been characterised by two main themes: quantitative studies investigating the nature of underlying cognitive deficits in dyslexic university students (Bruck, 1990; Lefly & Pennington, 1991; Ramus, Pidgeon & Frith, 2003) and research evaluating adequacy of provision, which has not included looking at emotional support provision (Mortimore & Crozier, 2006; Griffin & Pollak, 2009). The few previous studies indicating that dyslexia and anxiety are a problem for dyslexic students (Riddick et al., 1999; Carroll & Iles, 2006), which are discussed here as underpinning the work in the book, are small-scale, principally quantative and not based on lived experiences of students with dyslexia. The chapter therefore concludes that emotional barriers to learning for dyslexic students, and ways students are coping with cognitive and emotional demands, need to be recognised, further explored and recorded from the dyslexic students’ perspectives.

Keywords

dyslexia and higher educationemotional consequences of dyslexiacopingdisability legislationcognitive deficitsadequacy of provisionanxietyemotional barriers to learningcognitive and emotional demands
Type
Chapter
Information
Dyslexia in Higher Education
Anxiety and Coping Skills
 , pp. 29 - 66
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Airaksinen, E., Larsson, M. & Forsell, Y. (2005). Neuropsychological functions in anxiety disorders in population-based samples: evidence of episodic memory dysfunction. Journal of Psychiatric Research, 39(2), 207–214.Google Scholar
Armstrong, D. & Humphrey, N. (2009). Reactions to a diagnosis of dyslexia among students entering further education: development of the ‘resistance-accommodation’ model. British Journal of Special Education, 36(2), 95–102.Google Scholar
Battle, J. (1992). Culture-Free Self-Esteem Inventories, 2nd ed. Austin, TX: PRO-ED.Google Scholar
British Dyslexia Association (2009). Dyslexia Research Information. Retrieved from www.bdadyslexia.org.uk.Google Scholar
Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26(3), 439–454.Google Scholar
Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self-worth? A review and implications for future research. Dyslexia, 14(3), 188–196.Google Scholar
Burns, E., Poikkeus, A. M. & Aro, M. (2013). Resilience strategies employed by teachers with dyslexia working at tertiary education. Teaching and Teacher Education, 34, 77–85.Google Scholar
Byrne, C. (2018, December). Why do dyslexic students do worse at university? The Guardian. Retrieved from www.theguardian.com.Google Scholar
Carroll, J. & Iles, J. (2006). An assessment of anxiety levels in dyslexic students in higher education. British Journal of Educational Psychology, 76(3), 651–662.CrossRefGoogle ScholarPubMed
Carver, C. S., Scheier, M. F. & Weintraub, J. K. (1989). Assessing coping strategies: a theoretically based approach. Journal of Personality and Social Psychology, 56, 267–283.Google Scholar
Christle, C. A., Jolivette, K. & Nelson, C. M. (2005). Breaking the school to prison pipeline: identifying school risk and protective factors for youth delinquency. Exceptionality, 13(2), 69–88.CrossRefGoogle Scholar
Dahle, A., Knivsberg, A. & Andreassen, A. (2010). Coexisting problem behaviour in severe dyslexia. Journal of Research in Special Educational Needs, 11(3), 162–170.CrossRefGoogle Scholar
Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243–260.Google Scholar
De Beer, J., Engels, J., Heerkens, Y. & van der Klink, J. (2014). Factors influencing work participation of adults with developmental dyslexia: a systematic review. BMC Public Health, 14(77), 1–22.Google Scholar
Denhart, H. (2008). Deconstructing barriers: perceptions of students labelled with learning disabilities in higher education. Journal of Learning Disabilities, 41(6), 483–497.CrossRefGoogle ScholarPubMed
Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: cognitive functions, anatomy, and biochemistry. In Stuss, D. T. & Knight, R. T. (eds.), Principles of Frontal Lobe Function (pp. 466–503). London: Oxford University Press.Google Scholar
Everatt, J., Steffert, B. & Smythe, I. (1999). An eye for the unusual: creative thinking in dyslexics. Dyslexia: An International Journal of Research and Practice, 5(1), 28–46.Google Scholar
Fitzgibbon, G. & O’Connor, B. (2002). Adult Dyslexia: A Guide for the Workplace. London: Wiley.Google Scholar
Gabrieli, J. (2009). Dyslexia: a new synergy between education and cognitive neuroscience. Science, 325(5938), 280–283.Google Scholar
Gerber, P. J., Ginsberg, R. & Reiff, H. B. (1992). Identifying alterable patterns in employment success for highly successful adults with learning disabilities. Journal of Learning Disabilities, 25(8), 475–487.CrossRefGoogle ScholarPubMed
Ghisi, M., Bottesi, G., Re, A. M., Cerea, S. & Mammarella, I. C. (2016). Socioemotional features and resilience in Italian university students with and without dyslexia. Frontiers in Psychology, 7, 478, doi:10.3389/fpsyg.2016.00478.Google Scholar
Goldberg, R., Higgins, E., Raskind, M. & Herman, K. (2003). Predictors of success in individuals with learning disabilities: a qualitative analysis of a 20-year longitudinal study. Learning Disabilities Research & Practice, 18(4), 222–236.CrossRefGoogle Scholar
Gribben, M. (2012). The Study Skills Toolkit for Students with Dyslexia. London: Sage Publications Limited.Google Scholar
Griffin, E. & Pollak, D. (2009). Student experiences of neurodiversity in higher education: insights from the BRAINHE project. Dyslexia, 15(1), 23–41.Google Scholar
Gu, Q. & Day, C. (2007). Teachers resilience: a necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1326.Google Scholar
Habib, A. & Naz, F. (2015). Cognitive failure, teacher’s rejection and interpersonal relationship anxiety in children with dyslexia. Pakistan Journal of Medical Sciences, 31(3), 662–666.Google Scholar
Haddadian, F., Alipourb, V., Majidi, A. & Maleki, H. (2012). The effectiveness of self-instruction technique on improvement of reading performance and reduction of anxiety in primary school students with dyslexia. Procedia – Social and Behavioral Science, 6(6), 5366–5370.CrossRefGoogle Scholar
Hargreaves, S. (2012). Study Skills for Students with Dyslexia. London: Sage Publications Limited.Google Scholar
Hargreaves, S. & Crabb, J. (2016). Study Skills for Students with Dyslexia. London: SAGE Publications Ltd.Google Scholar
Hellendoorn, J. & Ruijssenaars, W. (2000). Personal experiences and adjustment of Dutch adults with dyslexia. Remedial and Special Education, 21(4), 227–239.Google Scholar
Hubble, S. & Bolton, P. (2020). Support for Disabled Students in Higher Education (Report No. 8716). London: House of Commons Library.Google Scholar
Huc-Chabrolle, M., Barthez, M., Tripi, G., Barthelemy, C. & Bonnet-Brihault, F. (2010). Psychocognitive and psychiatric disorders associated with developmental dyslexia: a clinical and scientific issue. Encephale, 36(2), 172–179.Google Scholar
Hughes, W. & Dawson, R. (1995). Memories of school: adult dyslexics recall their school days. Support for Learning, 10(4), 181–184.CrossRefGoogle Scholar
Humphrey, N. & Mullins, P. M. (2002). Personal constructs and attribution for academic success and failure in dyslexia. British Journal of Special Education, 29(4), 196–203.Google Scholar
Hunter-Carsh, M. & Herrington, M. (eds.) (2001). Dyslexia and Effective Learning in Secondary & Tertiary Education. London: Whurr.Google Scholar
Ingesson, S. G. (2007). Growing up with dyslexia: interviews with teenagers and young adults. School Psychology International, 28(5), 574–591.CrossRefGoogle Scholar
Jordan, J. A., McGladdery, G. & Dyer, K. (2014). Dyslexia in higher education: implications for maths anxiety, statistics anxiety and psychological well-being. Dyslexia, 20(3), 225–240.Google Scholar
Kavale, K. & Forness, S. (1996). Learning disability grows up: rehabilitation issues for individuals with learning disabilities. Journal of Rehabilitation, 62(1), 34–41.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(1), 85–96.Google Scholar
Knivsberg, A. & Andreassen, A. B. (2008). Behaviour, attention and cognition in severe dyslexia. Nordic Journal of Psychiatry, 62(1), 59–65.Google Scholar
Leather, C. A., Hogh, H., Seiss, E. & Everatt, J. (2011). Cognitive functioning and work success in adults with dyslexia. Dyslexia, 17(4), 327–338.Google Scholar
Lefly, D. & Pennington, B. (1991). Spelling errors and reading fluency in compensated adult dyslexics. Annals of Dyslexia, 41(1), 143–162.CrossRefGoogle ScholarPubMed
Lima, R. (2011). Depressive symptoms and cognitive functions in children with developmental dyslexia. Arquivos De Neuro-Psiquiatria, 69(5), 854–854.Google Scholar
Livingston, E. M., Siegel, L. S. & Ribary, U. (2018). Developmental dyslexia: emotional impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107–135.Google Scholar
Lockiewicz, M., Bogdanowicz, K. M. & Bogdanowicz, M. (2014). Psychological resources of adults with developmental dyslexia. Journal of Learning Disabilities, 47(6), 543–555.Google Scholar
Logan, J. (2009). Dyslexic entrepreneurs: the incidence, their coping strategies and their business skills. Dyslexia, 15(4), 328–346.CrossRefGoogle ScholarPubMed
LoGiudice, K. (2017, June 7). How Coping Mechanisms Affect the Learning Cycle. Retrieved from www.ne-dyslexia.com.Google Scholar
Makan, N. H., Daramadi, P. S. & Bagheri, F. (2013). The study of working memory and anxiety in children with dyslexia and normal children. European Journal of Experimental Biology, 3(6), 406–409.Google Scholar
Mansfield, C. F., Beltman, S., Price, A. & McConney, A. (2012). ‘Don’t sweat the small stuff’: understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357–367.Google Scholar
Maughan, B., Messer, J., Collishaw, S., Pickles, A., Snowling, M., Yule, W. & Rutter, M. (2009). Persistence of literacy problems: spelling in adolescence and at mid-life. Journal of Child Psychology and Psychiatry, 50(8), 893–901.Google Scholar
Mccrea, S., Mueller, J. & Parrila, R. (1999). Quantitative analyses of schooling effects on executive function in young children. Child Neuropsychology, 5(4), 242–250.Google Scholar
McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36(4), 363–381.Google Scholar
Moody, S. (2007). Dyslexia: Surviving and Succeeding at College. London: Routledge.Google Scholar
Morgan, E. & Klein, C. (2000). The Dyslexic Adult in a Non-Dyslexic World. London: Whurr.Google Scholar
Morgan, E. & Rooney, M. (1997). Can dyslexic students be trained as teachers? Support for Learning, 12(1), 28–31.Google Scholar
Mortimore, T. & Crozier, W. R. (2006). Dyslexia and difficulties with study skills in higher education, Studies in Higher Education, 13(2), 235–251.Google Scholar
Moura, O., Simoes, M. & Pereira, M. (2014). Executive functioning in children with developmental dyslexia. The Clinical Neuropsychologist, 40(12), 20–41.Google Scholar
Nalavany, B. A. & Carawan, L. W. (2012). Perceived family support and self-esteem: the meditational role of emotional experience in dyslexia. Dyslexia, 18, 58–74.Google Scholar
Nalavany, B. A., Carawan, L. W. & Rennick, R. (2011). Psychosocial experiences associated with confirmed and self-identified dyslexia: a participant-drive concept map of adult perspectives. Journal of Learning Disabilities, 44(1), 63–79.CrossRefGoogle ScholarPubMed
Nelson, J., Lindstrom, W. & Foels, P. (2015). Test anxiety among college students with specific reading disability (dyslexia): nonverbal ability and working memory as predictors. Journal of Learning Disabilities, 48(4), 422–432.Google Scholar
Nicolson, R. I. & Fawcett, A. J. (1999). Developmental dyslexia: the role of the cerebellum. Dyslexia, 5(3), 155–177.Google Scholar
Parhiala, P., Torppa, M., Eklund, K., Aro, T., Poikkeus, A., Heikkila, R. & Ahonen, T. (2014). Psychosocial functioning of children with and without dyslexia: a follow-up study from ages four to nine. Dyslexia, 21(3), 197–211.CrossRefGoogle ScholarPubMed
Pino, M. & Mortari, L. (2014). The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis. Dyslexia, 20(4), 346–369.Google Scholar
Plakopiti, A. & Bellou, I. (2014). Text configuration and the impact of anxiety on pupils with dyslexia. Procedia Computer Science, 27, 130–137.CrossRefGoogle Scholar
Polychroni, F., Koukoura, K. & Anagnostou, I. (2007). Academic self-concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? European Journal of Special Needs Education, 21(4), 415–430.Google Scholar
Pumfrey, P. (1998). Reforming policy and provision for dyslexic students in higher education: towards a national code of practice. Support for Learning, 13(2), 87–90.CrossRefGoogle Scholar
Quality Assurance Agency for Higher Education. (2010). Code of Practice for the Assurance of Academic Quality and Standards in Higher Education: Section 3 – Disabled Students. Gloucester: QAA.Google Scholar
Ramus, F., Pidgeon, E. & Frith, U. (2003). The relationship between motor control and phonology in dyslexic children. Journal of Child Psychology and Psychiatry, 44(5), 712–722.CrossRefGoogle ScholarPubMed
Raviv, D. & Stone, C. (1991). Individual differences in the self-image of adolescents with learning disabilities: the roles of severity, time of diagnosis, and parental perceptions. Journal of Learning Disabilities, 24(10), 602–611.CrossRefGoogle ScholarPubMed
Reid, A., Szczerbinski, M., Iskierka-Kasperek, E. & Hansen, P. (2006). Cognitive profiles of adult developmental dyslexics: theoretical implications. Dyslexia, 13(1), 1–24.Google Scholar
Reid, G. & Kirk, J. (2001). Dyslexia in Adults: Education and Employment. Chichester: John Wiley & Sons.Google Scholar
Reiter, A., Tucha, O. & Lange, K. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116–131.CrossRefGoogle ScholarPubMed
Reynolds, C. R., Richmond, B. O. & Lowe, P. A. (2003a). Adult Manifest Anxiety Scale-College Version. Los Angeles, CA: Western Psychological Services.Google Scholar
Reynolds, C. R., Richmond, B. O. & Lowe, P. A. (2003b). The Adult Manifest Anxiety Scale (AMAS) Manual. Los Angeles, CA: Western Psychological Services.Google Scholar
Richland, L. E. & Burchinal, M. R. (2012). Early executive function predicts reasoning development. Psychological Science, 24(1), 87–92.Google Scholar
Riddell, S. & Weedon, E. (2006). What counts as reasonable adjustment? Dyslexic students and the concept of fair assessment. International Studies in Sociology of Education, 16(1), 57–73.Google Scholar
Riddick, B. (1996). Living with Dyslexia: The Social and Emotional Consequences of Specific Learning Difficulties. London: Routledge.Google Scholar
Riddick, B. (2010). An examination of the relationship between labelling and stigmatisation with special reference to dyslexia. Disability & Society, 15(4), 653–667.CrossRefGoogle Scholar
Riddick, B., Sterling, C., Farmer, M. & Morgan, S. (1999). Self‐esteem and anxiety in the educational histories of adult dyslexic students. Dyslexia, 5(4), 227–248.Google Scholar
Rodger, J., Wilson, P., Roberts, H., Roulstone, A. & Campbell, T. (2015). Support for Higher Education Students with Specific Learning Difficulties. Leeds: Higher Education Funding Council of England, York Consulting and University of Leeds.Google Scholar
Rome, H. (1971). The psychiatric aspects of dyslexia. Bulletin of the Orton Society, 21, 64–70.Google Scholar
Sako, E. (2016). The emotional and social effects of dyslexia. European Journal of Interdisciplinary Studies, 2(2), 233–241.Google Scholar
Shessel, L. & Reiff, H.B. (1999). Experiences of adults with learning disabilities: positive and negative impacts outcomes. Learning Disability Quarterly, 22(4), 305–316.Google Scholar
Siegel, L. (2013). Understanding Dyslexia and Other Learning Disabilities. Vancouver, BC: Pacific Educational Press.Google Scholar
Siegel, L. (2016). Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities. Vancouver, BC: International Dyslexia Association.Google Scholar
Singleton, C. H. (Chair) (1999). Dyslexia in Higher Education: Policy, Provision and Practice. Report of the National Working Party on Dyslexia in Higher Education. Hull: University of Hull on behalf of the Higher Education Funding Councils of England and Scotland.Google Scholar
Smith-Spark, J. H. & Fisk, J. (2007). Working memory functioning in developmental dyslexia. Memory, 15(1), 34–56.Google Scholar
Smith-Spark, J. H., Henry, L. A., Messer, D. J. Edvardsdottir, E. & Zięcik, A. P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53–54(C), 323–341.Google Scholar
Snyder, H. (2013). Major depressive disorder is associated with broad impairments on neuropsychological measures of executive function: a meta-analysis and review. Psychological Bulletin, 139(1), 81–132.CrossRefGoogle ScholarPubMed
Spielberger, C. D. (1980a). Test Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Spielberger, C. D. (1980b). Test Anxiety Inventory: Manual. Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Spielberger, C. D., Gorsuch, D. L. & Lushene, R. E. (1983). State-Trait Anxiety Inventory. San Francisco, CA: Consulting Psychologists’ Press.Google Scholar
Stuss, D. T. (2007). New approaches to prefrontal lobe testing. In Miller, B. L. & Cummings, J. L. (eds.), The Human Frontal Lobes: Functions and Disorders, 2nd ed. (pp. 292–305). New York, NY: Guilford PressGoogle Scholar
Tamboer, P., Vorst, H. C. M. & Oort, F. J. (2016). Five describing factors of dyslexia. Journal of Learning Disabilities, 49(5), 466–483.Google Scholar
Tanner, K. (2009). Adult dyslexia and the ‘conundrum of failure’. Disability & Society, 24(6), 785–797.Google Scholar
Terras, M. M., Thompson, L. C. & Minnis, H. (2009). Dyslexia and psycho-social functioning: an exploratory study of the role of self-esteem and understanding. Dyslexia, 15(4), 304–327.Google Scholar
Torgesen, J. F., Wagner, R. K. & Rashotte, C. A. (1999). Test of Word Reading Efficiency (TOWRE). Austin, TX: Pro-Ed.Google Scholar
Trzesniewski, K. H., Moffitt, T. E., Caspi, A., Taylor, A. & Maughan, B. (2006). Revisiting the association between reading achievement and antisocial behavior: new evidence of an environmental explanation from a twin study. Child Development, 77(1), 72–88.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(4), 291–303.Google Scholar
Warmington, M., Stothard, S. & Snowling, M. (2013). Assessing dyslexia in higher education: the York adult assessment battery-revised. Journal of Research in Special Educational Needs, 13(1), 48–56.Google Scholar
Wechsler, D. (2008a). Wechsler Adult Intelligence Scale – Fourth Edition. San Antonio, TX: Pearson.Google Scholar
Wiseheart, R. & Altmann, L. J. P. (2018). Spoken sentence production in college students with dyslexia: working memory and vocabulary effects. International Journal of Language & Communication Disorders, 53(2), 355–369.Google Scholar
Wiseheart, R., Altmann, L. J. P., Park, H. & Lombardino, L. J. (2009). Sentence comprehension in young adults with developmental dyslexia. Annals of Dyslexia, 59(2), 151–167.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×