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Case study: a virtual non-reader achieves a degree.

Ann Cooke1

  • 1Dyslexia Unit, University of Wales, Bangor, Gwynedd, UK. e.a.cooke@bangor.ac.uk

Dyslexia (Chichester, England)
|June 18, 2002
PubMed
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This case study follows a university student with severe dyslexia and numeracy challenges who achieved successful graduation. It highlights effective teaching strategies and support systems for overcoming significant learning disabilities.

Area of Science:

  • Neuroscience
  • Educational Psychology
  • Special Education

Background:

  • A mature-age student, identified as J, presented with severe dyslexia and significant challenges in reading, writing, and numeracy upon university entry.
  • Her pre-existing conditions included limited word recognition, poor spelling, and difficulties with numerical processing.

Observation:

  • Despite profound academic barriers, J demonstrated a capacity for learning and adaptation.
  • Her journey involved navigating a demanding university curriculum with minimal foundational literacy and numeracy skills.

Findings:

  • A tailored educational program and robust support systems were implemented to address J's specific learning disabilities.
  • These interventions facilitated J's successful completion of her university degree within three years.

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Implications:

  • This case underscores the potential for individuals with severe dyslexia and numeracy issues to achieve higher education with appropriate support.
  • It provides valuable insights into effective pedagogical approaches and assistive technologies for students with complex learning differences.