Abstract
The purpose of this pilot project was to determine the factors or supports that college graduates perceived as helping them to thrive and attempt higher education, despite having a learning disability, specifically dyslexia. Based on the literature review, this pilot study examined the four main kinds of support that most students receive while growing up; including family support, peer support, teacher support, and support from other programs and resources. The specific research question explored: What encouraged or discouraged these now adults in their pivotal growing years in regards to dyslexia? This pilot study used a mixed-methods research design which included an anonymous online survey and interview. With only one interview completed a single-case study was derived. The results of this pilot study are shared, including implications for educators and suggestions for future research. What was found is that all four highlighted sources of support played a role in the lives of the participants. The common thread that wove them altogether was socioemotional support provided by those sources.
Thesis Completion
2019
Semester
Fall
Thesis Chair/Advisor
Kelley, Michelle
Degree
Bachelor of Science (B.S.)
College
College of Community Innovation and Education
Department
Education
Degree Program
Elementary Education
Language
English
Access Status
Open Access
Release Date
12-1-2019
Recommended Citation
Doyle, Jessica, "Perceived Factors that Contributed to the Success of College Students with Dyslexia" (2019). Honors Undergraduate Theses. 639.
https://stars.library.ucf.edu/honorstheses/639
Flyer for recruitment
HRP-502 - Consent Document (Adult) (1) Doyle (1).docx (47 kB)
Consent Document
explanation of research, hIM.pages (857 kB)