Proposal information

Our aim is to investigate the use of self-regulated study strategies among university students with dyslexia during the corona pandemic 2020-2021. We focus on the student´s´use of self-regulated study strategies in two different study contexts in higher education; traditional campus learning and digital distance learning.

Our research question is: To what extent did university students with dyslexia use self-regulated study strategies during the corona pandemic?

Theoretical  framework
Dyslexia is per definition a specific learning disability that is characterized by difficulties with word recognition, reading and spelling, that can persist into adulthood (Lyon, Shaywich & Shaywich, 2003). Self-regulated study strategies are goal-directed cognitive processes and behavioral actions characterizing successful studying in specific contexts (Zimmerman, 1989).

More students with dyslexia are enrolled in higher education (O´Byrne et al., 2019). To overcome the challenges, self-regulation and strategic learning are supposed to be required (Andreassen et al., 2017).

Research shows that students with dyslexia in higher education are a heterogeneous group in terms of how much they still struggle with basic reading and spelling skills (Andreassen et.al., 2017; Jensen & Andreassen, 2017; Pedersen et al., 2016; Fink, 1998).

Research also shows that these students often seem to rely on certain compensational key strategies of visual, auditory, and social kind (Andreassen et.al., 2017; Jensen & Andreassen, 2017). A small range og study strategies among students might indicate that study strategies are not well known, or that the students have had few opportunities to experience study strategies in different study contexts in higher education.

Methodology We use a mixed method approach (Creswell, 2014). A questionnaire, recording students’ strategy use in the two study environments, traditional campus learning and digital distance learning. In order to gain a deeper understanding of the strategy use, we conduct semi-structured interviews with four of the informants. Two informants with a low extent of study strategies and two informants with a large extent of study strategies.

Findings Preliminary findings from the questionnaire data (n = 25) indicate that the university students apply less learning strategies in a digital environment compared with the traditional campus learning environment. Four participants were identified applying a small extent of study strategies while six were identified using a large extent of study strategies. Regarding the follow up interview, our hypothesis based on the qualitative data, are that use of self-regulated study strategies is a question of "less is more". Meaning that a range of few key strategies seem to be more important and beneficial to use than employing a lot of different study strategies.

References Andreassen, R., Jensen, M. S., & Bråten, I. (2017). Investigating self-regulated study strategies among postsecondary students with and without dyslexia: A diary method study. Reading and Writing: An Interdisciplinary Journal, 30(9), 1891-1916. https://doi.org/10.1007/s11145-017-9758-9 Fink, R. P. (1998). Literacy development in successful men and women with dyslexia. Annals of Dyslexia, 48, 311–336. doi:10.1007/s11881-998-0014-5. Jensen, M. S. & Andreassen, R. (2017). Studiestrategier hos første års bachelorstudenter med dysleksi. Norsk tidsskrift for logopedi 2017: Volum 63.(4) s.12-24. Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading: A definition of dyslexia. Annals of Dyslexia, 53, 1–14. O’Byrne C., Jagoe C., Lawler M. (2019). Experiences of dyslexia and the transition to university: A casestudy of five students at different stages of study. High. Educ. Res. Dev. 2019;38:1035–1048. doi: 10.1080/07294360.2019.1602595. Pedersen, H. F., Fusaroli, R., Lauridsen, L. L., & Parrila, P. (2016). Reading processes of university students with dyslexia: An examination of the relationship between oral reading and reading comprehension. Dyslexia, 22, 305–321. doi:10.1002/dys.1542 Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 239–339.