Date of Conferral
Doctor of Education (Ed.D.)
Dyslexia is a learning disability that hinders a person's ability to process elements of reading and writing. Although younger students with dyslexia often receive remedial education and accommodations, dyslexic college students may not receive assistance targeted to their individual needs. The purpose of this qualitative case study was to ascertain the challenges that might impede the academic success of college students with dyslexia and identify strategies used by academically successful dyslexic students at a 2-year college. Knowles's theory of informal adult education and self-direction provided the conceptual framework for the study. Using a case study design, 10 current college students who had a diagnosis of dyslexia with documentation on file at the college's student support center and a minimum 3.0-grade point average were purposefully selected to participate. Data from semi-structured interviews and reflective field notes were analyzed using open coding to develop themes. Eight themes emerged related to Knowles' constructs; 4 as challenges (accelerated pace, communication, time management, and concentration) and 4 as strategies to improve educational outcomes (technical assistance, organization, support, and modification). A workshop and mentoring program were developed to provide academic support for college students with dyslexia, highlighting those areas that dyslexic students identified as challenging. Continued research on the educational needs of older students with dyslexia was recommended. Targeted interventions for students with dyslexia may result in a positive social change by helping them achieve a higher education degree and become successful members of their communities.