Timing, learning/study strategies, and self-efficacy : factors impacting reading comprehension for postsecondary students with dyslexia.

Reading comprehension is an essential skill for academic success at the postsecondary level. However, many students with dyslexia encounter significant challenges in the reading-intensive environment of higher education. Understanding the key factors that relate to reading comprehension can help support these students’ academic achievements. This dissertation investigates the factors relating to postsecondary students with dyslexia, including the timing of their dyslexia diagnosis, the use of effective learning/study strategies, and levels of self-efficacy. To date, no prior research has comprehensively evaluated all three factors within a single study. Based on existing literature, it is hypothesized that an early dyslexia diagnosis, coupled with timely intervention, will positively relate to reading comprehension scores. Furthermore, the implementation of effective learning/study strategies, along with enhanced self-efficacy, is expected to improve reading comprehension outcomes for these students. The significant factors identified in this study included effective learning/study strategies, particularly those related to achieving higher scores in identifying the main idea, reduced anxiety, and increased motivation, as well as the number of years of intervention received. Interestingly, the findings of this quasi-experimental design suggested that whether a student was diagnosed early or late with dyslexia did not significantly correlate with their reading comprehension abilities. The clinical implications of this study emphasize the importance of implementing interventions that support students with dyslexia in identifying the main idea in texts. Furthermore, strategies should be aimed at reducing anxiety and enhancing motivation. Providing access to a licensed counselor may effectively assist in managing anxiety, while a mentorship program could foster increased motivation to attain academic and personal goals.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Knight, Ruthie E. (Ruthie Elizabeth), 1994-

Advisor dc:contributor.advisor

• Ritter, Michaela J.

• Dyslexia.
• Reading comprehension.
• Postsecondary.
• Factors.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13792

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13792