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-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-02T22:06:12.377Z Has data issue: false hasContentIssue false

Chapter 9 - Concluding Thoughts and Moving Forwards

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 provides the conclusion to the book, summarizing the findings and main points of each chapter. It also outlines the contribution the book makes to an understanding of the characteristics of dyslexic university student anxiety and an identification of ways of coping that students with dyslexia employ to deal with the cognitive and emotional difficulties manifested by their dyslexia. Implications of this for dyslexia practitioners, for universities and for academics responsible for teaching and delivery of undergraduate and postgraduate programmes are specified. In relation to the dyslexia practitioner, the chapter provides pragmatic advice on ways of using appropriate support styles that combine targeted emotional support with delivery and development of suitable cognitive techniques. Guidance is also provided on ways that emotional support could be utilised during individual sessions with students to encourage open discussions on academic areas where the student may feel vulnerable and sensitive emotionally. For universities, practical suggestions are made on ways of ensuring that the academic environment fosters an inclusive culture to establish a suitable, supportive and inspiring place of learning for students with dyslexia where they feel secure and encouraged to discuss any emotional difficulties they may be susceptible to.

Keywords

cognitive difficultiesemotional difficultiesdyslexia practitionersuniversitiesacademicspragmatic adviceemotional supportimplications
Type
Chapter
Information
Dyslexia in Higher Education
Anxiety and Coping Skills
 , pp. 269 - 281
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

Abdollahi, A. & Abu Talib, M. (2015). Emotional intelligence moderates perfectionism and test anxiety among Iranian students. School Psychology International, 36(5), 498–512.CrossRefGoogle 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.Google 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.Google Scholar
Gabrieli, J. (2009). Dyslexia: a new synergy between education and cognitive neuroscience. Science, 325(5938), 280–283.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 ScholarPubMed
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.Google Scholar
Hadwin, J., Brogan, J. & Stevenson, J. (2005). State anxiety and working memory in children: a test of processing efficiency theory. Educational Psychology, 25(4), 379–393.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.CrossRefGoogle ScholarPubMed
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
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
Knivsberg, A. & Andreassen, A. B. (2008). Behaviour, attention and cognition in severe dyslexia. Nordic Journal of Psychiatry, 62(1), 59–65.Google Scholar
Lima, R. (2011). Depressive symptoms and cognitive functions in children with developmental dyslexia. Arquivos de Neuro-Psiquiatria, 69(5), 854–854.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
Moura, O., Simoes, M. & Pereira, M. (2014). Executive functioning in children with developmental dyslexia. The Clinical Neuropsychologist, 40(12), 20–41.Google Scholar
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.CrossRefGoogle ScholarPubMed
Ohman, A. (1993a). Fear and anxiety as emotional phenomena: clinical phenomenology, evolutionary perspectives, and information processing mechanisms. In Lewis, M. & Haviland, J. M. (eds.), Handbook of Emotions (pp. 511–536). New York, NY: Guilford Press.Google Scholar
Ohman, A. (1993b). Stimulus prepotency and fear: data and theory. In Birbaumer, N. & Ohman, A. (eds.), The Organization of Emotion: Cognitive, Clinical and Psychophysiological Perspectives (pp. 218–239). Gottingen: Hogrefe & Huber.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.Google Scholar
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385–413.Google Scholar
Plakopiti, A. & Bellou, I. (2014). Text configuration and the impact of anxiety on pupils with dyslexia. Procedia Computer Science, 27, 130–137.Google 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.CrossRefGoogle Scholar
Reiter, A., Tucha, O. & Lange, K. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116–131.CrossRefGoogle ScholarPubMed
Riddick, B. (2010). An examination of the relationship between labelling and stigmatisation with special reference to dyslexia. Disability & Society, 15(4), 653–667.Google 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
Skinner, E., Edge, K., Altman, J., Sherwood, H. & Cooper, H. (2003). Searching for the structure of coping: a review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129(2), 216–269.CrossRefGoogle ScholarPubMed
Tudhope, E. (2020). Study Skills Checklist. Sheffield: University of Sheffield.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] 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
×