Full Length Research Paper
Abstract
The number of students with learning disabilities in post-secondary institutions has grown substantially, and those with dyslexia compile the largest subgroup. This study explores the utility conceptualization of dyslexia by analyzing the subjective experiences of 30 students from two 2-year institutions. Interviews confirmed that these students exhibited dyslexic traits, and the study findings indicated that they used a variety of approaches to succeed academically despite a perceived disability. None of the strategies used were related to repairing a phonological deficit. Instead, these students relied on the development of compensatory skills, e.g., internal strengths, to improve experiences and maximize learning performances.
Key words: Adult dyslexia, dyslexia, compensated dyslexic, dyslexic, learning disabilities.
Copyright © 2024 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0