Browsing by Subject "kompensaatiokeinot"

Objective. The wide range of challenges associated with dyslexia can complicate academic studies. One of the reasons why studying is challenging is that the students need to read a large amount of material in a short period of time. Previous studies show that university students with dyslexia use various compensatory methods to cope with their challenges in reading and writing. These compensation mechanisms, in turn, may allow the students to get along in their studies. This review examines which dyslexia compensation mechanisms affect academic success and how? Method. The literature was searched through the Google Scholar and PubMed databases. The search criteria was limited to studies published in the 21st century, and reviews and meta-analyses on the subject were excluded. In addition, the target group of those studies had to be university students or university graduates who had been diagnosed with dyslexia. In PuBMed the search terms used were: dyslexia AND (university OR high education OR academic) AND (achievement OR manage OR success) AND compensation. And in Google Scholar the search terms used were: dyslexia, university, compensation, academic success. A total of nine research articles were selected for this literature review using the above-mentioned search criteria Results and conclusions. Students with reading difficulties in the academic world fill in the gaps in their reading and writing skills through a variety of preattentive and attentive compensation mechanisms. In this review students with dyslexia used preattentive compensation mechanisms related to different levels of language by utilizing the morphology and semantics of words. These compensatory mechanisms were especially used to compensate for deficiencies in phonological processing. The attentive compensation mechanisms were the use of learning strategies and tools that aid reading or writing. The main limitation of the study was that no studies directly measured the academic success of students with dyslexia. More research is needed if we want to know more about how the use of effective compensation mechanisms affects the academic success and well-being of people with dyslexia.