The impact of dyslexia, The impact of dyslexia, memory and cognitive memory and cognitive style upon the ability of style upon the ability of university students to university students to

utilise information from utilise information from lectureslectures

Dr. Tilly MortimoreDr. Tilly Mortimore

20062006

DyslexiaDyslexia““Dyslexia is a neurological condition which is Dyslexia is a neurological condition which is

characterised by a variety of cognitive characterised by a variety of cognitive impairments or neurological anomalies. impairments or neurological anomalies. Individuals with dyslexia typically manifest Individuals with dyslexia typically manifest problems in areas such as phonological problems in areas such as phonological processing, memory (especially short-term or processing, memory (especially short-term or working memory), visual perception (e.g. working memory), visual perception (e.g. visual discomfort) and motor co-ordination visual discomfort) and motor co-ordination (dyspraxia). Difficulties in these areas will not (dyspraxia). Difficulties in these areas will not necessarily all be seen in the same individual necessarily all be seen in the same individual with dyslexia, but if no difficulty in any of with dyslexia, but if no difficulty in any of these areas can be detected than a diagnosis these areas can be detected than a diagnosis of dyslexia must be regarded with suspicion.”of dyslexia must be regarded with suspicion.”

National Working Party on Dyslexia in Higher Education, National Working Party on Dyslexia in Higher Education, 19991999

The experimentThe experiment

The sampleThe sample: : 60 male dyslexic students and 58 60 male dyslexic students and 58

controls, matched for course and age controls, matched for course and age from 17 Higher Education Institutions from 17 Higher Education Institutions

InstrumentsInstrumentsRiding's (1991) Cognitive Styles Riding's (1991) Cognitive Styles

Analysis.Analysis.A non-word phonological reading task to A non-word phonological reading task to

assess phonological awareness assess phonological awareness (Turner 1997).(Turner 1997).

The performance measureThe performance measure

A 15 minute video-presented lecture A 15 minute video-presented lecture accompanied with either graphic or verbal accompanied with either graphic or verbal reinforcersreinforcers

Three types of questions on the content Three types of questions on the content measuringmeasuring Fact retentionFact retention Application of factsApplication of facts Explanation of eventsExplanation of events

The scores provided a performance The scores provided a performance measuremeasure

The impact of Cognitive Style and The impact of Cognitive Style and Dyslexia on the study skills of Dyslexia on the study skills of

Higher Education StudentsHigher Education Students Is dyslexia associated with a predominant Is dyslexia associated with a predominant

cognitive style? cognitive style? NoNo Is variation in cognitive style associated Is variation in cognitive style associated

with differences in the ability to assimilate with differences in the ability to assimilate information from the lecture form of information from the lecture form of

presentation? presentation? NoNoNeither style nor mode of presentation Neither style nor mode of presentation

affected the scores affected the scores

HoweverHowever

Dyslexic students scored significantly Dyslexic students scored significantly more poorly in :more poorly in : Fact retention and utilisation of Fact retention and utilisation of

information from the lectureinformation from the lecture Speed of processing the items in the Speed of processing the items in the

verbaliser/imager measure of the CSAverbaliser/imager measure of the CSA

Qualitative enrichment – questionnaire Qualitative enrichment – questionnaire about difficulties experienced about difficulties experienced throughout education/ interviewthroughout education/ interview

Interview and questionnaire Interview and questionnaire datadata

Reflected the results of the experimentReflected the results of the experiment Dyslexic students endorsed difficulties Dyslexic students endorsed difficulties

with memory significantly more than those with memory significantly more than those without dyslexiawithout dyslexia

In the interviews, the theme of difficulties In the interviews, the theme of difficulties with memory and its impact upon with memory and its impact upon organisation, planning of written work and organisation, planning of written work and note taking emerged stronglynote taking emerged strongly

Caused embarrassment and affected day Caused embarrassment and affected day to day lifeto day life

ImplicationsImplications

Dyslexic difficulties do not disappear once Dyslexic difficulties do not disappear once reading is compensatedreading is compensated

Difficulty with memory and speed of processing Difficulty with memory and speed of processing is an issue for compensated adult readersis an issue for compensated adult readers

Difficulty with memory for factual information Difficulty with memory for factual information impacts upon ability to utilise and retain impacts upon ability to utilise and retain information from lecture presentationinformation from lecture presentation

Academics - reliance on note taking from lecture Academics - reliance on note taking from lecture format and speed/ mode of presentation in format and speed/ mode of presentation in lectures may disadvantage students with lectures may disadvantage students with dyslexiadyslexia

These difficulties affect a broad range of areas These difficulties affect a broad range of areas related both to study and relations with peers related both to study and relations with peers

Students request support with note taking skills Students request support with note taking skills and provision of handoutsand provision of handouts