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| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universidad de Almería
2010
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| Accesso online: | https://www.redalyc.org/articulo.oa?id=293122002006 |
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Sommario:
- Learning sensory modalities and educational characteristics of Greek dyslexic and non-dyslexic university students Aglaia Stampoltzis Ekaterini Antonopoulou Elena Zenakou Sofia Kouvava Psicología Dyslexia Greek students learning style learning sensory modalities Introduction. Dyslexia has been shown to affect the learning ability of individuals who experience difficulties in processing written information and developing effective study skills. Method. In the present study we assessed the relationship between dyslexia, the learning sensory modalities and educational characteristics in 20 dyslexic and 40 non-dyslexic Greek university students. The students' educational characteristics were evaluated through the Academic and Professional Profile Questionnaire. Their learning sensory modalities were identified using the Learning Preferences Test. Results. The results revealed that dyslexic students differ from their non-dyslexic peers in their preferred sensory learning style. Kinaesthetic learning was the most favoured by the dyslexic students, while the non-dyslexic students favoured visual learning. Dyslexic students rated themselves academically worse and less competent in written work than their nondyslexic peers at school. Correlations were found between sensory learning preferences and certain educational characteristics. Discussion. The results of the present study are discussed in the light of dyslexia, learning style theory and quality of teaching and learning. 2010 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293122002006 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.2 Vol.8