Students in higher education with reading and writing difficulties

Abstract

The aim of this study is to explore adult students’ descriptions and understandings of their reading and writing difficulties, and to describe the ways they are copying with them. In higher level studies, information is typically gained by reading and giving evidence of knowledge acquisition in writing. When students have difficulties with these essential academic skills, studying and lifelong learning can be hard work as well as time-consuming. General understanding of dyslexia and reading difficulties at the higher education level has improved, although considerable ambiguity remains about what these mean in practice. This is a qualitative, interview-based study that seeks to improve our understanding of these difficulties. The data were analysed using content analysis, and our findings are presented in terms of: (a) the social experiences of students; (b) their expectations and solutions with respect to their academic progress; and (c) the individual strategies employed for copying with reading and writing tasks.