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Academic Achievement and Satisfaction among University Students with Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
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Casali, Nicole; Meneghetti, Chiara; Tinti, Carla; Re, Anna Maria; Sini, Barbara; Passolunghi, Maria Chiara; Valenti, Antonella; Montesano, Lorena; Pellegrino, Gerardo; Carretti, Barbara – Journal of Learning Disabilities, 2024
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic…
Descriptors: Academic Achievement, Student Satisfaction, College Students, Students with Disabilities
Learning Strategies and Study Approaches of Postsecondary Students with Dyslexia
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Kirby, John R.; Silvestri, Robert; Allingham, Beth H.; Parrila, Rauno; La Fave, Chantal B. – Journal of Learning Disabilities, 2008
The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading…
Descriptors: Reading Comprehension, Test Wiseness, Dyslexia, Time Management
Note-Taking Skills of University Students with and without Learning Disabilities.
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Hughes, Charles A.; Suritsky, Sharon K. – Journal of Learning Disabilities, 1994
The notes of 30 university students with learning disabilities (LD) and 30 nondisabled university students were compared on the number of cued and noncued information units recorded and the number and type of abbreviations used. Results showed that the LD students performed significantly lower on all variables. (Author/DB)
Descriptors: College Students, Higher Education, Learning Disabilities, Learning Strategies
The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement among University Students with and without Learning Disabilities.
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Ruban, Lilia M.; McCoach, D. Betsy; McGuire, Joan M.; Reis, Sally M. – Journal of Learning Disabilities, 2003
A study involving university students with (n=53) and without (n=417) learning disabilities (LD) found students with LD differed significantly in the relationships between their motivation for and use of standard self-regulated learning and compensation strategies, which provided a differential explanation of academic achievement for students with…
Descriptors: Academic Achievement, College Students, Compensation (Concept), Higher Education
Students with Learning Disabilities in Higher Education: Academic Strategies Profile.
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Heiman, Tali; Precel, Karen – Journal of Learning Disabilities, 2003
A study that compared 191 college students with learning disabilities (LD) and 190 controls found students with LD reported having more difficulties in humanities, social sciences, and foreign language, devised unusual academic strategies and preferred additional oral or visual explanations, and felt more stress and nervousness during…
Descriptors: Academic Achievement, College Students, Higher Education, Learning Disabilities
Meeting the Transition Needs of College-Bound Students with Learning Disabilities.
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Dalke, Connie; Schmitt, Susan – Journal of Learning Disabilities, 1987
The article describes Project ASSIST, a five-week post-high school/precollege summer program to help learning disabled students adjust to the university environment at the University of Wisconsin-Whitewater. The program emphasizes six components: affective support, diagnostic evaluation, academic reinforcement and instruction, strategy training,…
Descriptors: Adjustment (to Environment), College Bound Students, College Students, Higher Education
Promoting Strategic Learning by Postsecondary Students with Learning Disabilities.
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Butler, Deborah L. – Journal of Learning Disabilities, 1995
The effectiveness of Strategic Content Learning, an intervention model to promote self-regulated and strategic learning, was investigated. Six adults with learning disabilities chose a task of importance to current or future academic work and were provided individualized support on relevant tasks. Results indicated student gains in task…
Descriptors: Adults, Attribution Theory, College Students, Goal Orientation