Academic confidence and dyslexia at university
References & Appendices
References A-F
​
Ackerman, B.P., Izard, C.E., Kobak, R., Brown, E.D., Smith, C., 2007, Relation between reading problems and internalizing behaviour for preadolescent children from economically disadvantaged families, Child Development, 78(2), 581-596.
Acton, H.B., 1951, Comte's Positivism and the Science of Society, Philosophy, 26(99), 291-310.
Adams, E.J., Nguyen, A.T., Cowan, N., 2018, Theories of Working Memory: Differences in definition, degree of modularity, role of attention, and purpose, Language, Speech and Hearing Services in Schools, 49, 340-355.
Adlard, A., Hazan, V., 1998, Speech perception in children with specific reading difficulties (dyslexia), Quarterly Journal of Experimental Psychology Section A, 51(1), 153-177.
Aguila Ochoa, A.R., Sander, P., 2012, Contrasting academic behavioural confidence in Mexican and European Psychology students, Electronic Journal of Research in Educational Psychology, 10(2), 813-838.
Ainscow, M., Booth, T., Dyson, A., 2006, Inclusion and the standards agenda: negotiating policy pressures in England, International Journal of Inclusive Education, 10(4), 295-308.
Al-Jarf, R., 2011, Teaching spelling skills with a mind-mapping software, Asian EFL Journal Professional Teaching Articles, 53, 4-16.
Al-Wabil, A., Zaphiris, P., Wilson, S., 2007, Web navigation for individuals with dyslexia: an exploratory study, Universal Access in Human-Computer Interaction: Coping with Diversity, 4554, 593-602.
Alexander-Passe, N., 2006, How dyslexic teenagers cope: an investigation of self-esteem, coping and depression, Dyslexia, 12, 256-275.
Albaum, G., Rossler, C.A., Smith, S.M., 2012, Topic sensitivity,: implications for web-based sureys, Journal of Marketing Development and Competitiveness, 6(5), 71-82
Alghabban, W.G., Salama, R.M., Altalhi, A.H., 2017, Mobile cloud computing: an effective multimodal interface tool for students with dyslexia, Computers in Human Behaviour, 75, 160-166.
Allen, D.F., Bir, B., 2012, Academic confidence and summer bridge learning communities: path analytic linkages to student persistence, Journal of College Student Retention, 13(4), 519-548.
Amrai, K., Motlagh, S.E., Zalani, H.A., PArrhon, H., 2011, The relationship between academic motivation and academic achievement students, Procedia – Social and Behavioural Sciences, 15, 399-402.
Andreou, E., Vlachos, F., 2013, Learning styles of typical readers and dyslexic adolescents, Journal of Visual Literacy, 32(2), 1-14.
Anghel, R., Fox, J., Warnes, M., 2010, An exploration of concept mapping as a method of evaluating student learning in social work, Higher Education Academy Subject Centre for Social Policy and Social Work (SWAP)I, 2, 34-49.
Armstrong, D., Humphrey, N., 2008, Reactions to diagnosis of dyslexia among students entering further education: development of the 'resistance-accommodation' model, British Journal of Special Education, 36(2), 95-102.
Armstrong, T., 2012, Neurodiversity in the Classroom: Strength-based strategies to help students with special needs success in school and life, Alexandria VA, Association for Supervision and Curriculum Development.
Armstrong, T., 2015, The myth of the normal brain: embracing neurodiversity, Medicine and Society, 17(4), 348-352.
Articulate Global Inc, 2018, Articulate Storyline, Available at: https://articulate.com/360, accessed on: 24th August 2018.
Asquith, C., 2008, Dyslexia, academic confidence, self-esteem and support in higher education, Unpublished doctoral thesis, Cardiff Metropolitan University.
Attree, E.A., Turner, M.J., Cowell, N., 2009, A virtual reality test identifies the visuospatial strengths of adolescents with dyslexia, CyberPsychology & Behavior, 12(2), 163-168.
Automattic, 2016, Polldaddy (Crowdsignal), Available at: http://www.polldaddy.com, Accessed on: 4th February 2016.
Baatard, G., 2012, A technical guide to effective and accessible web surveys, Journal of Business Research Methods, 10(2), 101-109.
Bachan, R., 2017, Grade inflation in UK Higher Education, Studies in Higher Education, 42(8), 1580-1600.
Baddeley, A., 1997, Working memory, Oxford Psychology Series No 11 Oxford, Clarendon Press.
Baddeley, A., 2000, The episodic buffer: a new component of working memory? Trends in Cognitive Science, 4(11), 417-423.
Baddeley, A.D., Hitch, G., 1974, Working memory, Psychology of Learning and Motivation, 8, 47-89.
Baker, D.L., 2011, The Politics of Neurodiversity: Why public policy matters. Boulder CO, Lynne Rienner.
Baker, S.C., 2014, Making it work for everyone: HTML5 and CSS3 for responsive, accessible design on your library's website, Journal of Library & Information Sciences in Distance Learning, 8(3-4), 118-136.
Baker, S.L., Kirsch, I., 1991, Cognitive mediators of pain perception and tolerance, Journal of Personality and Social Psychology, 61(3), 504-510.
Bandura A., Jourden, F.J., 1991, Self-regulatory mechanisms governing the impact of social comparison on complex decision-making, Journal of Personality and Social Psychology, 60(6), 941-951.
Bandura, A., 1977, Self-efficacy: towards a unifying theory of behavioural change. Psychological Review, 84(2), 191-215.
Bandura, A., 1978, Reflections on self-efficacy, Advances in Behavioral Research and Therapy, 1(4), 237-269.
Bandura, A., 1982, Self-efficacy mechanism in human agency, American Psychologist, 37(2), 122-147.
Bandura, A., 1983, Self-efficacy determinants of anticipated fears and calamities, Journal of Personality and Social Psychology, 45(2), 464-469.
Bandura, A., 1984, Recycling misconceptions of perceived self-efficacy, Cognitive Therapy and Research, 8(3), 231-255.
Bandura, A., 1986, Social foundations of thought and action: A social cognitive theory, Englewood Cliffs NJ, Prentice-Hall.
Bandura, A., 1989, Human agency in social cognitive theory, American Psychologist, 44(9), 1175-1184.
Bandura, A., 1991, Social cognitive theory of self-regulation, Organizational Behaviour and Human Decision Processes, 50(2), 248-286.
Bandura, A., 1995, Comments on the crusade against the causal efficacy of human thought, Journal of Behaviour Therapy and Experimental Psychiatry, 26(3), 179-190.
Bandura, A., 1995, Exercise of personal and collective efficacy in changing societies, IN: Bandura, A., (Ed), Self-efficacy in changing societies, Cambridge, Cambridge University Press.
Bandura, A., 1997a, Self-efficacy - the exercise of control, New York, W.H. Freeman & Co.
Bandura, A., 1997b, Self-efficacy in changing societies, Cambridge, Cambridge University Press.
Bandura, A., 2000, Exercise of human agency through collective efficacy, Current Directions in Psychological Science, 9(3), 75-78.
Bandura, A., 2001, Social cognitive theory: an agentic perspective, Annual Review of Psychology, 52, 1-26.
Bandura, A., 2006, Adolescent development from an agentic perspective, IN: Pajares, F., Urdan, T., Self-efficacy beliefs of adolescents, Greenwich CT, IAP.
Bandura, A., 2007, Much ado over a fault conception of perceived self-efficacy grounded in faulty experimentation, Journal of Social and Clinical Psychology, 26(6), 641-658.
Bandura, A., 2012, On the functional properties of perceived self-efficacy revisited, Journal of Management, 38(1), 9-44.
Bandura, A., 2015, On deconstructing commentaries regarding alternative theories of self-regulation, Journal of Management, 41(4), 1025-1044.
Bandura, A., Cervone, D., 1986, Differential engagement of self-reactive influences in cognitive motivation, Organizational Behavior and Human Decision Processes, 38(1), 92-113.
Bandura, A., Reese, L., Adams, N.E., 1982, Microanalysis of action and fear arousal as a function of differential levels of perceived self-efficacy, Journal of Personality and Social Psychology, 43(1), 5-21.
Bandura, A., Schunk, D.H., Cultivating competence: self-efficacy and intrinsic interest through proximal self-motivation, Journal of Personality and Social Psychology, 41(3), 586-598.
Barnette, J.J., 2000, Effects of stem and Likert response option reversals on survey internal consistency: if you feel the need, there is a better alternative to using those negatively worded stems, Educational and Psychological Measurement, 60(3), 361-370.
Barrett, A., 2005, Dyslexia and confidence in university undergraduates, Unpublished undergraduate dissertation, University of Wales.
Basham, J.D., Marino, M.T., 2013, Understanding STEM education and supporting students through universal design for learning, Teaching Exceptional Children, Mar/Apr 2013, 8-15.
Beacham, N., Szumko, J., 2005, Dyslexsim, Iansyst, Cambridge.
Beacham, N.A, Alty, J.L., 2006, An investigation into the effects that digital media can have on the learning outcomes of individuals who have dyslexia, Computers and Education, 47(3), 74-93.
Beauchamp-Prior, K., 2013, How representative are disabled students in the Higher Education System? In: Disabled students in Welsh Higher Education 53-77, SensePublishers.
Beidas, H., Asaid, K., Breznitz, Z., 2013, The cognitive profile of adult dyslexics and its relation to their reading abilities, Reading and Writing, 26(9), 1487-1515.
Belger, J., Chelin, J., 2013, The inclusive library: An investigation into provision for students with dyslexia within a sample group of academic libraries in England and Wales, Library and Information Research, 37(115), 7-32.
Bell, F., 2011, Connectivism: its place in theory-informed research and innovation in technology-enabled learning, The International Review of Research in Open and Distributed Learning, 12(3), 98-118.
Bell, S., McPhillips, T., Doveston, M., 2011, How do teachers in Ireland and England conceptualise dyslexia? Journal of Research in Reading, 34(2), 171-192.
Bellocchi, S., Muneaux, M., Bastien-Toniazzo, M., Ducrot, S., 2013, I can read it in your eyes: What eve movements tell us about visuo-attentional processes in developmental dyslexia, Research in Developmental Disabilities, 34, 452-460.
Bergery, B.W., Deacon, H., Parrila, R.K., 2017, Megacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties, Journal of Learning Disabilities, 50(1), 81-94.
Berget, G., 2016, Search and find? An accessibility study of dyslexia and information retrieval, Unpublished PhD thesis, University of Oslo.
Berget, G., Sandnes, C.R., 2015, Searching databases without query-building aids: implications for dyslexic users, Information Research, 20(4).
Berget, G., Herstad, J., Sandnes, F.E., 2016, Search, read and write: an inquiry into web accessibility for people with dyslexia, Universal Design 2016: Learning from the Past, Designing for the Future: Proceedings of the 3rd International Conference on Universal Design, 21st-24th August 2016, York, UK.
Betancur, M.I.G., King, G., 2014, Using mind-mapping as a method to help ESL/EFL students connect vocabulary and concepts in different formats, Revista Trilogia, 10, 69-85.
Bevel, R.K., Mitchell, R.M., 2012, The effects of academic optimism on elementary reading achievement, Journal of Educational Administration, 50(6), 773-787.
Bishop, J.L., Verleger, M.A., 2013, The flipped classroom: A survey of the research, ASEE National Conference Proceedings, Atlanta, GA, 30(9), 1-18.
Blackburne, L.K., Eddy, M.D., Kaira, P., Yee., Sinha, P., Gabrieli, J.D.E., 2014, Neural correlates of letter reversal in children and adults, PloSONE 9(5), e98386
Bong, M., 1997a, Congruence of measurement specificity on relations between academic self-efficacy, effort and achievement indices, Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Bong, M., 1997b, Generality of academic self-efficacy judgments: evidence of hierarchical relations, Journal of Educational Psychology, 89(4), 696-709.
Bong, M., 1998a, Personal factors affecting the generality of academic self-efficacy judgments: gender, ethnicity and relative expertise, Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Bong, M., 1998b, Tests of the Internal/External frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts, Journal of Educational Psychology, 90(1), 102-110.
Bong, M., 1999, Role of self-efficacy and task-value in predicting college students' course performance and future enrolment intentions, Paper presented at the Annual Convention of the American Psychological Association, Boston, MA.
Bong, M., 2001, Measuring self-efficacy: multi-trait multi-method comparison of scaling procedures, Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
Bong, M., 2002, Stability and structure of self-efficacy, task-value and achievement goals and consistency of their relations across specific and general academic contexts and across the school year, Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Bong, M., Skaalvik, E.M., 2003, Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review, 15(1), 1-40.
Borkowski, J.G., Estrada, M.T., Milstead, M., Hale, C.A., 1989, General problem-solving skills: relations between metacognition and strategic processing, Learning Disabilities Quarterly, 12(1), 57-70.
Bosscher, R.J., Smit, J.H., 1998, Confirmatory factor analysis of the general self-efficacy scale, Behaviour Research and Therapy, 36(3), 339-343.
Bosse, M-L., Tainturier, M.J., Valdois, S., 2007, Developmental dyslexia: the visual span attention deficit hypothesis, Cognition, 104, 198-230.
Bosworth, T.H., Murray, M.E., 1983, Locus of control and achievement motivation in dyslexic children, Journal of Developmental & Behavioral Paediatrics, 4(4), 253-256.
Bower, G.H., Gilligan, S.G., Monteiro, K.P., 1981, Selectivity of learning caused by affective states, Journal of Experimental Psychology: General, 110(4), 451-473.
Bowers-Brown, T., 2006, Widening participation in higher education amongst students from disadvantaged socio-economic groups, Tertiary Education and Management, 12(1), 59-74.
Boyle, G.J., Saklofske, D.H., Matthews, G., 2015, Measures of Personality and Social Psychological Constructs, London, Academic Press.
Brady, S.A., Shankwiler, D.P., 1991, Phonological processes in literacy: A tribute to Isabelle Y. Liberman, New York, Routledge
Braithwaite, R., Corr, P.J., 2016, Hans Eysenck, education and the experimental approach: A meta-analysis of academic capabilities in university students, Personality and Individual Differences, 103, 163-171.
Bredo, E., 1997, The Social Construction of Learning, IN: Phye, G.D. (Ed), Handbook of Academic Learning, San Diego, Academic Press.
Brief, A.P., Burke, M.J., George, J.M., Robinson, B.S., Webster, J., 1988, Should negative affectivity remain an unmeasured variable in the study of job stress? Journal of Applied Psychology, 73, 193-198.
British Dyslexia Association (BDA), 2007, Definition of dyslexia [(previously) available at http://www.bdadyslexia.org.uk, Accessed 25 August 2009], IN: Lapraik, S.J., 2012, Dyslexic students preparing for examinations in higher education: strategies and a sense of control, Unpublished doctoral thesis, University of Southampton.
British Dyslexia Association (BDA), 2017, Dyslexia, Available at: https://bdadyslexia.org.uk/dyslexic, Accessed on: 30th August 2017.
British Dyslexia Association (BDA), 2018, Disabled Students’ Allowances, Available at: https://bdadyslexia.org.uk/about/campaigns/disabled-students-allowance-s, Accessed on: 25th November 2017a.
Brown, G.D.A., Wood, A.M., Ogden, R.S., Maltby, J., 2014, Do student evaluations of university reflect inaccurate beliefs or actual experience? A relative rank model, Journal of Behavioral Decision-making, 28(1), 14-26.
Brown, J.D., 2011, Likert items and scale measurement, SHIKEN:JALT Testing & Evaluation SIG Newsletter, 15(1), 10-14.
Brownlee, J., Walker, S., Lennoz, S., Exley, B., Pearce, S., 2009, The first year university experience: using personal epistemology to understand effective learning and teaching in higher education, Higher Education, 56(5), 599-618.
Bruck, M., 1992, Persistence of dyslexics’ phonological awareness deficits, Developmental Psychology, 28(5), 874-886.
Brunswick, N., Martin, G.N., Marzano, L., 2010, Visuospatial superiority in developmental dyslexia: myth or reality?, Learning and Individual Differences, 20, 421-426.
Brunswick, N., McCory, E., Price, C.J., Frith, C.D., Frith, U., 1999, Explicit and implicit processing of words and pseudowords by adult developmental dyslexics: a search for Wernicke’s Wortschatz?, Brain, 122(10), 1901-1917.
Brunswick, N., Martin, G.N., Rippon, G., 2012, Early cognitive profiles of emergent readers: a longitudinal investigation, Journal of Experimental Child Psychology, 111, 268-285.
Bryant, B.R., Palton, J.R., Dunn, C., 1991, SATA - Scholastic Abilities Test for Adults, Austin, Texas, Pro-Ed.
Burch, S., Sutherland, I., 2006, Who’s not here yet? American disability history, Radical History Review, 94, 127-147.
Burden, R., 2008, Is dyslexia necessarily associated with negative feelings of self-worth? A review and implications for future research, Dyslexia, 14(3), 188-196.
Burden, R., Burdett, J., 2005, Factors associated with successful learning in pupils with dyslexia: a motivational analysis, British Journal of Special Education, 32(2), 100-104.
Burden, R., Burdett, J., 2007, What's in a name? Student with dyslexia: their use of metaphor in making sense of their disability, British Journal of Special Education, 34(2), 77-82.
Burke, L., MArks-Maran, D.J., Ooms, A., Webb, M., Cooper, D., 2009, Towards a pedagogy of work-based learning: perceptions of work-based learning in foundation degrees, Journal of Vocational Education and Training, 61(1), 15-33.
Burns, M.K., 2001, Examining special education labels through attribution theory: A potential source for learned helplessness, Ethical Human Sciences and Services, 2(2), 101-107.
Burton, S., 2004, Self-esteem groups for secondary pupils with dyslexia, Educational Psychology in Practice, 20(1), 55-73.
Busato, V.V., Prins, F.J., Elshout, J.J., Hamaker, C., 2000, Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education, Personality and Individual Differences, 29(6), 1057-1068.
Buskirk, T.D., Saunders, T., Michaud, J., 2015, Are sliders too slick for surveys? An experiment comparing slider and radio button scales for smartphone, tablet and computer-based surveys, Methods, Data Analysis, 9(2), 229-260.
Buttner, G., Hasselhorn, M., 2011, Learning disabilities: debates on definitions, causes, subtypes and responses, International Journal of Learning Disabilities, 58(1), 75-87.
Cahill, S.P., Gallo, L.A., Lisman, S.A., Weinstein, A., 2006, Willing or able? The meanings of self-efficacy, Journal of Social and Clinical Psychology, 25(2), 196-209.
Callens, M., Tops, W., Brysbaert, M., 2012, Cognitive profile of students who enter higher education with an indication of dyslexia, PlosOne, 7(6), e38081.
Callens, M., Tops, W., Stevens, M., Brysbaert, M., 2014, An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia, Annals of Dyslexia, 64, 91-119.
Cameron, H., Billington, T., 2015a, The discursive construction of dyslexia by students in a higher education institution as a moral and intellectual good, Disability & Society, 30(8), 1225-1240.
Cameron, H., Billington, T., 2015b, 'Just deal with it': Neoliberalism in dyslexic students' talk about dyslexia and learning at university, Studies in Higher Education,40, 2-15.
Cameron, H.E., 2016, Beyond cognitive deficit: the everyday lived experience of dyslexic students at university, Disability & Society, 31(2), 223-239.
Canas, A.J., Novak, J., 2010, Itineraries: Capturing instructors experience using concept maps as learning object organizers, Concept Maps: Making Learning Meaningful – Proceedings of the 4th Concept Mapping Conference CMC, Vina del Mar, Chile.
Caprara, G.V., Barbaranelli, C., Pastorelli, C., Bandura, A., Zimbardo, P.G., 2000, Prosocial foundations of children's academic achievement, Psychological Science, 11(4), 302-306.
Capstick, S., Fleming, H., Hurne, J., 2004, Implementing peer assisted learning in Higher Education: the experience of a new university and a model for the achievement of a mainstream programme, Paper presented at Peer Assisted Learning Conference, Bournemouth, Bournemouth University.
Carawan, L.W., Nalavany, B.A., Jenkins, C., 2016, Emotional experience with dyslexia and self-esteem: the protective support of perceived family support in late adulthood, Aging and Mental Health, 20(3), 284-294.
Card, N.A., 2015, Applied meta-analysis for social science research, New York, Guilford.
Carifio, J., Perla, R.J., 2007, Ten common misunderstandings, misconceptions persistent myths and urban legends about Likert scales and Likert response item formats and their antidotes, Journal of Social Sciences, 3(3), 106-116.
Carifio, J., Perla, R.J., 2008, Resolving the 50-year debate around using and misusing Likert scales, Medical Education, 42, 1150-1152.
Carrion-Castillo, A., Franke, B., Fisher, S.E., 2013, Molecular genetics of dyslexia: an overview, Dyslexia, 19(4) 214-240.
Carroll, J.M., Iles, J.E., 2006, An assessment of anxiety levels in dyslexic students in higher education, British Journal of Educational Psychology, 76, 651-662.
Casale, A., Identifying dyslexic students: The need for computer-based dyslexia screening in higher education, Estro: Essex Student Research Online, 1(1), 69-82.
Casserly, A.M., 2013, The socio-emotional needs of children with dyslexia in different educational settings in Ireland, Journal of Research in Special Educational Needs, 13(1), 79-91.
Castles, A., Coltheart, M., 1993, Varieties of developmental dyslexia, Cognition, 47, 149-180.
Cattell, R.B., 1966, The scree test for the number of factors, Multivariate Behavioural Research, 1(2), 245-276.
Cavalli, E., Duncan, L.G., Elbro, C., El Ahmadi, A., Cole, P., 2017, Phonemic-morphemic disassociation in university students with dyslexia: an index of reading compensation? Annals of Dyslexia, 67(1), 63-84.
Cavanagh, D., 2013, Outbound Train: The instructor support project: Universal Design for Learning and the role of technology, QScience Conference Proceedings 2013, Global Innovators Conference 2013:7, available at: http://www.qscience.com/doi/abs/10.5339/qproc.2013.gic.7, accessed on: 20th May 2015.
Cervone, D., Kopp, D.A., Schaumann, L., Scott, W.D., 1994, Mood, self-efficacy and performance standards: Lower moods induce higher standards for performance, Journal of Personality and Social Psychology, 67(3), 499-512.
Chakravarty, A., 2009, Artistic talent in dyslexia - A hypothesis, Medical Hypotheses, 73(4), 569-571.
Chanock, K., 2007, How do we not communicate about dyslexia? The discourses that distance scientists, disabilities staff, ALL advisers, students and lecturers from one another, Journal of Academic Language & Learning, 1(1) A34-A43.
Chanock, K., Farchione, D., Paulusz W., Freeman, S., Lo-Giudice, L., 2010, In search of a simple assessment instrument for identifying dyslexia in university students Australian Journal of Learning Difficulties, 15(1), 35-49.
Chemers, M.M., Hu, L., Garcia, B.F., 2001, Academic self-efficacy and first-year college student performance and adjustment, Journal of Educational Psychology, 93(1), 55-94.
Chen, C.C., Greene, P.G., Crick, A., 1998, Does entrepreneurial self-efficacy distinguish entrepreneurs from managers? Journal of Business Venturing, 13(4), 295-316.
Chen, C.J., Keong, M.W.Y., Teh, C.S., Chuah, K M., 2016, Web text reading: what satisfy both dyslexic and normal learners? Journal of Computers in Education, 3(1), 47-58.
Chen, G., Gully, S.M., Eden, D., 2001, Validation of a new general self-efficacy scale, Organizational Research Methods, 4(1), 62-83.
Chester, A., Buntine, A., Hammond, K., Atkinson, L., 2011, Podcasting in education: student attitudes, behaviours and self-efficacy, Journal of Educational Technology & Society, 14(2), 236-247.
Chester, A., Xenos, S., Ryan, R., Elgar, K., Telley, A., Li, J., Saunders, P., 2010, Supporting and challenging first year students: Evaluation of an embedded peer tutoring model in three disciplines, Nuts and Bolts, Melbourne Australia, RMIT University.
Chirkov, V., Ryna, R.M., Kim, Y., Kaplan, U., 2003, Differentiating autonomy from individualism and independence: a self-determination theory perspective on internalization of cultural orientations and well-being, Journal of Personality and Social Psychology, 84(1), 97-110.
Choudhary, R., Malthaus, C., 2017, The impact of targeted mathematics/numeracy tutorials on maths anxiety, numeracy and basic drug calculation exam marks, Journal of Academic Language and Learning, 11(1), A1-A22.
Choy, S.C., Elvirozita, T., 2017, How and why Malaysian hospitality and tourism management students learn, IN: Teh, G.B., Choy, S.C., Empowering 21st Century Learners Through Holistic and Enterprising Learning, Kuala Lumpur, Springer, 59-67.
Cirocki, A., 2013, The reading portfolio: A tool for both learning and assessment in the secondary school EFL classroom, International Journal of Innovation in English Language Teaching and Research, 2(2), 223-228.
Claro Software Ltd, 2017, ClaroRead for PC, Available at: https://www.clarosoftware.com/portfolio/claroread, Accessed on: 25th February 2017.
Coates, H., 2005, The value of student engagement for higher education quality assurance, Quality in Higher Education, 11(1), 25-36.
Cockroft, K., Hartgill, M., 2004, Focusing on the abilities in learning disabilities: dyslexia and creativity. Education As Change, 8(1), 61-79.
Cohen, J., 1988, Statistical power analysis for the behavioural sciences (2nd edn), New York, Psychology Press.
Cohen, J., 1992, A power primer, Psychological Bulletin, 112(1), 155-159.
Cohen, L., Manion, L., 1994, Research Methods in Education (4th edn), London, Routledge.
Cohen, L., Manion, L., Morrison, K., 2007, Research Methods in Education (6th edn), London, Routledge.
Collins, B.L., 1982, Self-efficacy and ability in achievement behaviour, Conference Paper presented at the Annual Meeting of the American Educational Research Association, New York.
Collinson, C., Penketh, C., 2010, 'Sit in the corner and don't eat the crayons': postgraduates with dyslexia and dominant lexic discourse, Disability & Society, 25(1), 7-19.
Collinson, C., Penketh, C., 2013, Idle Chatter and Alienating 'Blah': Rewriting literacy as a site for exclusion, International Journal of Inclusive Education, 17(2), 143-155.
Collis, B., Moonen, J., 2008, Web 2.0 tools and processes in higher education: quality perspectives, Educational Media International, 45(2), 93-106.
Colosi, L., 2006, Designing an effective questionnaire, Research brief: Cornell University, New York City; available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.419.6136&rep=rep1&type=pdf; accessed on: 8th May 2016.
Comrey, A.L., Lee, H.B., 2013, A first course in factor analysis (2nd edn), New York, Psychology Press.
Conley, D.T., French, E.M., 2014, Student ownership of learning s a key component of college readiness, American Behavioral Scientist, 58(8), 1018-1034.
Cooper, R., 2006, Neurodiversity and Dyslexia: challenging the social construction of specific learning difficulties, London South Bank University.
Cooper, R., 2009, Dyslexia, IN: Pollak, D., (Ed), Neurodiversity in Higher Education: Positive responses to specific learning differences, Chichester, Wiley-Blackwell.
Corballis, M.C., 2018, Mirror-image equivalence and interhemispheric mirror-image reversal, Frontiers Human Neuroscience, 12,
Corballis, M.C., Macadie, L., Crotty, A., Beale, I.L., 1985, The naming of disoriented letters by normal and reading-disabled children, Journal of Child Psychology and Psychiatry, 26, 919-938.
Corkery, E., O'Sullivan, K., O'Mullane, J., Murphy, M., 2011, Examining the use of the Academic Confidence Scale in a student population, 31st Conference on Applied Statistics 2011, NUI Galway.
Cortina, J.M., 1993, What is coefficient alpha? Journal of Applied Psychology, 78(1), 98-104.
Cotton, S.M., Crewther, D.P., Crewther, S.G., 2005, Measurement error: Implications for diagnosis and discrepancy models of developmental dyslexia, Dyslexia, 11, 186-202.
Cottrell, S., 2013, The Study Skills Handbook (4th edn), Basingstoke, Palgrave-Macmillan.
Couper, M.P., Tourangeau, R., Conrad, F.G., Singer, E., 2006, Evaluating the effectiveness of visual analogue scales: A web survey, Social Science Computer Review, 24(2), 227-245.
Cowan, N., 2008, What are the differences between long-term, short-term and working memory? Progress in Brain Research, 169, 323-338.
Critchley, M., 1970, The Dyslexic Child (2nd edn), London, Heinemann.
Crocker, J., Major, B., 1989, Social stigma and self-esteem: the protective properties of stigma, Psychological Review, 96(4), 608-630.
Cronbach, L.J., Meehl, P.E., 1955, Construct validity in psychological tests, Psychological Bulletin, 52, 281-302.
Crozier, G., Reay, D., Clayton, J., Colliander, L., Grinstead, J., 2008, Different strokes for different folks: diverse students in diverse institutions-experiences of higher education, Research Papers in Education, 23(2), 167-177.
Csikszentmihalyi, M., 1979, Intrinsic rewards and emergent motivation, IN: Lepper, M.R., Greene, D (Eds), The hidden costs of reward, Morristown New Jersey, Erlbaum.
Cullingworth, E., 2014, Caring for adolescent students: a grounded theory study of teachers' perspectives on their relationships with students in secondary schools, Unpublished post-graduate thesis, Simon Fraser University, BC Canada.
Cumming, G., 2012, Understanding the New Statistics: effect sizes, confidence intervals and meta-analysis, Hove, Routledge.
Cunningham, G., Mahoney, K., 2004, Self efficacy of part-time employees in university athletics: the influence of organizational commitment, valence of training and training motivation, Journal of Sport Management, 18(1), 59-73.
Dale, M., Taylor, B., 2001, How adult learners make sense of their dyslexia, Disability and Society, 16(7), 997-1008.
Dascalu, M-I., Bodea, C-N., Lytras, M., Ordoknez de Pablos, P., Burlacu, A., 2014, Improving e-learning communities through optimal composition of multidisciplinary learning groups, Computers in Human Behaviour, 30, 362-371.
de la Fuente, J., Justicia, F.J., 2007, The DEDEPRO model for regulating teaching and learning: Recent advances, Electronic Journal of Research in Educational Psychology, 5(3), 535-564.
de la Fuente, J., Justicia, F.J., Sander, P., Cardelle-Elawar, M., 2014, Personal self-regulation and regulatory teaching to predict performance and academic confidence: new evidence for the DEDEPRO Model, Electronic Journal of Research in Educational Psychology, 12(34), 597-620.
de la Fuente, J., Sander, P., Martinez-Vicente, J.M., Vera, M., Garzon, A., Fadda, S., 2017, Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in undergraduate students, Frontiers in Psychology, 8, 1-19.
de la Fuente, J., Sander, P., Putwain, D., 2013, Relationships between undergraduate student confidence, approach to learning and academic performance: the role of gender, Revista de Psicodidactica, 18(2), 375-393.
Decandia, G.M., 2014, Relationships between academic identity and academic achievement in low-income urban adolescents, Unpublished doctoral thesis, State University of New Jersey.
Denton, T.F., Meindl, J.N., 2016, The effect of colored overlays on reading fluency in individuals with dyslexia, Behavior Analysis in Practice, 9(3), 191-198.
Di Filippo, G., Zoccolotti, P., 2012, Separating global and specific factors in developmental dyslexia, Child Neuropsychology, 18, 356-391.
Dobson, S., 2018, A documentary analysis of the support services offered to adult learners with dyslexia in higher education, Journal of Further and Higher Education, 42, 1-15.
Doherty, C.A., 2015, Late identification of dyslexia: a qualitative exploration of student views and experiences, Unpublished doctoral thesis, Queen's University, Belfast.
Draffan, E.A., Evans, D.G., Blenkhorn, P., 2007, Use of assistive technology by students with dyslexia in post-secondary education, Disability and Rehabilitation: Assistive Technology, 2(2), 105-116.
Draffan, E.A., James, A., Martin, N., 2017, Inclusive teaching and learning: What next? Journal of Inclusive Practice in Further and Higher Education, 9(1), 1-11.
Draffan, E.A., James, A., Wilkinson, S., Viney, D., 2014, Assistive technology and associated training: A survey of students who have received the Disabled Students’ Allowance, The Journal of Inclusive Practice in Further and Higher Education, 5, 5-10.
Duncan, N., 2006, Predicting perceived likelihood of course change, return to university following withdrawal and degree completion, Unpublished undergraduate dissertation, Glasgow University.
Dykes, A., 2008, A small-scale study of feelings about dyslexia in relation to the uptake of specific learning support amongst students with an identified dyslexic learning difference in an HE institution, Unpublished MSc Dissertation, University of Southampton.
Eddy, M.H., 2011, Dance and somatic inquiry in studios and community dance programs, Journal of Dance Education, 2(4), 119-127.
Edwards, E.S., Burke, K., Booth, J.R., McNorgan, C., 2018, Dyslexia on a continuum: A complex network approach, PloS one, 13(12), 1-25.
Edyburn, D.L., 2010, Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL, Learning Disability Quarterly, 33(1), 33-41.
Egeland, J., 2015, Measuring working memory with Digit Span and Letter-Number Sequencing subtests from the WAIS-IV: too low manipulation load and risk for underestimating modality effects, Applied Neuropsychology: Adult, 22(6), 445-451.
Egger, M., Smith, G.D., Schneider, M., Minder, C., 1997, Bias in meta-analysis detected by a simple graphical test, British Medical Journal, 315(7109), 629-634.
Elbro, C., Nielson, I., Peterson, D.K., 1994, Dyslexia in adults: evidence for deficits in non-word reading and in the phonological representation of lexical items, Annals of Dyslexia, 44(1), 203-226.
Elliott, J.G., Gibbs, S., 2008, Does Dyslexia Exist? Journal of Philosophy of Education, 42(3-4), 475-491.
Elliott, J.G., Grigorenko, E.L., 2014, The Dyslexia Debate, New York, Cambridge University Press.
Ellis, A.W., 1985, The cognitive and neuropsychology of developmental (and acquired) dyslexia: A critical survey, Cognitive Neuropsychology, 2(2), 169-205.
Erten, I.K., Burden, R., 2014, The relationship between academic self-concept, attributions, and L2 achievement, System, 42, 391-401.
ESRC, 2015, Economics and Social Research Council Framework for research ethics (updated, January 2015), available at: http://www.esrc.ac.uk/files/funding/guidance-for-applicants/esrc-framework-for-research-ethics-2015/, originally accessed on: 23rd October 2017.
Evans, B.J.W., 2003, Dyslexia and Vision, London, Whurr.
Evans, W., 2013, 'I am not a dyslexic person, I am a person with dyslexia': identity constructions of dyslexia among students in nurse education, Journal of Advanced Nursing, 70(2), 360-372.
Everatt, J., Steffert, B., Smythe, I., 1999, An eye for the unusual: creative thinking in dyslexics, Dyslexia, 5(1), 28-46.
Evett, L., Brown, D., 2005, Text formats and web design for visually impaired and dyslexic readers - clear text for all, Interacting with Computers, 17(4), 453-472.
Eysenck, H., 1996, Personality and the experimental study of education, European Journal of Personality, 10(5), 427-439.
Fabry, D.L., 2010, Combining research-based effective teacher characteristics with effective instructional strategies to influence pedagogy, Journal of Research in Innovative Teaching, 3(1), 24-32.
Fan, W., Yan, Z., 2010, Factors affecting response rates of the web survey: A systematic review, Computers in Human Behaviour, 26(2), 132-139.
Fanghanel, J., Pritchard, J., Potter, J., Wisker, G., 2016, Defining and supporting the Scholarship of Teaching and Learning (SoTL): A sector-wide review, York, Higher Education Academy.
Farmer, M., Riddick, B., Sterling, C., 2002, Dyslexia and inclusion: Assessment and support in higher education, London, Whurr.
Fawcett, A.J., Nicholson, R.I., 1995, Persistent deficits in motor skills of children with dyslexia, Journal of Motor Behaviour, 27(3), 235-240.
Fawcett, A.J., Nicholson, R.I., 1998, The Dyslexia Adult Screening Test (DAST), London, Pearson.
Felder, R.M., 1988, How students learn: Adapting teaching styles to learning styles, Frontiers in Education Conference, 1988, Proceedings, IEEE.
Feldman, D.B., Kubota, M., 2015, Hope, self-efficacy, optimism and academic achievement: distinguishing between constructs and levels of specificity in predicting college grade-point average, Learning and Individual Differences, 37, 210-216.
Ferguson, C.J., 2016, An effect size primer: A guide for clinicians and researchers, IN: Kazdin, A.E. (Ed), Methodological issues and strategies in clinical research (301-310), APA, https://doi.org/10.1037/14805-020.
Fernham, A., Henderson, M., 1982, The good, the bad, and the mad: response bias in self-report measures, Personality and Individual Differences, 3(2), 311-320.
Fhloinn, E.N., Fitmaurice, O., Mac an Bhaird, C., O'Sullivan, C., 2016, Gender differences in the level of engagement with mathematics support in higher education in Ireland, International Journal of research in Undergraduate Mathematics Education, 2(3), 287-317.
Financial Times, 2018, UK students fight to draw students after good A-level results, Available at: https://www.ft.com/content/b0755e6c-a12e-11e8-85da-eeb7a9ce36e4, Accessed on: 22nd August 2018.
Fitzgibbon, C., Prior, J., 2003, Student expectations and university interventions - a timeline to aid undergraduate student retention, In: BEST Conference: Creativity and Innovation in Academic Practice, Brighton, April 2003.
Fletcher, J.M., 2009, Dyslexia: the evolution of a scientific concept, Journal of the International Neuropsychological Society, 15(4), 501-508.
Fletcher, J.M., Lyon, G.R., 2008, Dyslexia: Why precise definitions are important and how we have achieved them, Perspectives on Language and Literacy, 34(1), 27-34.
Fletcher, J.M., Reid Lyon, G., Fuchs, L.S., Barnes, M.A., 2007, Learning Disabilities: From identification to intervention, New York, Guildford Press.
Flowerdew, R., Martin, D.M., 2005. Questionnaire design and sampling, IN: Methods in Human Geography, Harlow, Pearson Education.
Fogli, D., Provenza, L.P., Bernareggi, C., 2014, A universal design resource for rich internet applications based on design patterns, Universal Access in the Information Society, 13(2), 205-226.
Fraser, V., 2012, The complex nature of dyslexia support in the context of widening participation, In: Supporting Adults in Higher Education and the Workplace, Brunswick, N. (Ed), 43-50, Chichester, Wiley.
French, J., Herrington, M., 2008, Theorizing dyslexic student discussion/action groups in UK higher education: research in practice, Educational Action Research, 16(4), 517-530.
Frith, U., 1999, Paradoxes in the definition of dyslexia, Dyslexia, 5, 192-214.
Frith, U., 2002, Resolving the paradoxes of dyslexia, IN: Reid, G., Wearmouth, J., Dyslexia and Literacy: Theory and Practice, London, Wiley.
Fritz, C.O., Morris, P.E., Richler, J.J., 2012, Effect size estimates: current use, calculations and interpretations, Journal of Experimental Psychology, General, 14(1), 2-28.
Funder, D.C., Ozer, D.J., 2019, Evaluating effect size in psychological research: Sense and nonsense, Advances in Methods and Practices in Psychological Science, 2(2), 156-168.
Funke, F., Reips, U-D., 2012, Why semantic differentials in web-based research should be made from visual analogue scales and not from 5-point scales, Field Methods, 24(3), 310-327.
​
References G-M
​
Galaburda, A., Livingstone, M., 1993, Evidence for a magnocellular deficit in developmental dyslexia, Annals of the New York Academy of Science, 682(1), 70-82.
Galaburda, A.M., LoTurco, J., Ramus, F., Fitch, R.H., Rosen, G.D., 2006, From genes to behavior in developmental dyslexia, Nature Neuroscience, 9(10), 1213-1217.
Ganassali, S., 2008, The influence of the design of web survey questionnaires on the quality of responses, Survey Research Methods, 2(1), 21-32.
Garagouni-Areou, F., Solomonidou, C., 2004, Towards the design of educational environments suitable to the needs of pupils with attention deficit hyperactive disorder (ADHD) symptoms, Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004, Lugano, Switzerland, 4446-4451.
Geiger, G., Lettvin, J.Y., 1987, Peripheral vision in persons with dyslexia, New England Journal of Medicine, 316(20), 1238-1243.
Gibbs, G., 2009, Developing students as learners – varied phenomena, varied contexts and a developmental trajectory for the whole endeavour, Journal of Learning Development in Higher Education, 0(1), Plymouth UK. Available at: https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/30.
Gibbs, S., Elliott, J., 2015, The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs, European Journal of Special Needs, 30(3), 323-337.
Gibby-Leversuch, R., Hartwell, B.K., Wright, S., 2019, Dyslexia, literacy difficulties and the self-perceptions of children and young-people: a systematic review, Current Psychology, https://doi.org/10.1007/s12144-0-019-00444-1.
Gibson, F.M., Myers, J., 2010, The fragmented route to a whole institution approach to integrating learning development. Reporting on a work in progress, Journal of Learning Development in Higher Education, 2
Gilakjani, A.P., 2012, A match or mismatch between learning styles of the learners and teaching styles of the teachers, International Journal of Education and Computer Science, 11, 51-60.
Gilroy, D.E., Miles, T.R., 1996, Dyslexia at College (2nd edn.), London, Whurr.
Glazzard, J., 2010, The impact of dyslexia on pupils' self-esteem, Support for Learning, 25(2), 63-69.
Glazzard, J., Dale, K., 2013, Trainee teachers with dyslexia: personal narratives of resilience, Journal of Research in Special Educational Needs, 13(1), 26-37.
Gliner, J.A., Vaske, J.J., Morgan, G.A., 2001, Null hypothesis testing: Effect size matters, Human Dimensions of Wildlife, 6(4), 291-301.
Goddard, R.D., 2001, Collective efficacy: a neglected construct in the study of schools and student achievement, Journal of Educational Psychology, 93(3), 467-476.
Goddard, R.D., Hoy, W.K., Hoy, A.W., 2000, Collective teacher efficacy: its meaning, measure and impact on student achievement, American Educational Research Journal, 37(2), 479-507.
Goddard, R.D., Hoy, W.K., Hoy, A.W., 2004a, Collective efficacy beliefs: theoretical developments, empirical evidence and future directions, Educational Researcher, 33(3), 3-13.
Goddard, R.D., LoGerfo, L., Hoy, W.K., 2004b, High school accountability: The role of perceived collective efficacy, Educational Policy, 18(3), 403-425.
Goffman, E., 1963, Stigma: notes on the management of spoiled identity, Simon & Schuster, New York IN: Ainlay, S., Becker, G., Coleman, L.M., (Eds), 2013, The dilemma of difference: A multidisciplinary view of stigma, New York, Plenum Press.
Goldfried, M.R., Robins, C., 1982, On the facilitation of self-efficacy, Cognitive Therapy and Research, 6(4), 361-379.
Goldfus, C., 2012, Intervention through metacognitive development: A case study of a student with dyslexia and comorbid attention deficit disorder, Journal of Languages and Culture, 3(3), 56-66.
Goldie, J.G.S., 2016, Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069.
Goldrick, M., Stevens, T., Christensen, L.B., 2014, The use of assistive technologies as learning technologies to facilitate flexible learning in higher education, Proceedings of the International Conference on Computers for Handicapped Persons 2014, Université Paris 8-St. Denis 342-349.
Goldstein, J.S., Little, S.G., Akin-Little, A., 2003, Absenteeism: A review of the literature and school psychology's role, The California School Psychologist, 8, 127-139.
Gooch, D., Snowling, M., Hulme, C., 2011, Time perception, phonological skills and executive function in children with dyslexia and/or ADHD, Journal of Child Psychology & Psychiatry, 52(2), 195-203.
Google, 2016, GoogleForms, Available at: https://docs.google.com/forms/u/0/, Accessed on 4th February 2016.
Goswami, U., 2003, Why theories about developmental dyslexia require developmental designs, Trends in Cognitive Sciences, 7, 534-540.
Goswami, U., 2008, Foresight mental capital and wellbeing project, Learning Difficulties, Future Challenges, London, Government Office for Science.
Goswami, U., Fosker, T., Huss, M., Mead, N., Szucs, D., 2011, Rise time and formant transition duration in the discrimination of speech sounds: the Ba-Wa distinction in developmental dyslexia, Developmental Science, 14(1), 34-43.
Gough, P.B., Tunmer, W.E., 1986, Decoding, reading, and reading disability, Remedial and special education, 7(1), 6-10.
Grace-Martin, K., 2008, Can Likert Scale ever be continuous? The Factor Analysis, available at: https://www.theanalysisfactor.com/can-likert-scale-data-ever-be-continuous/, accessed on: 20th February 2016.
Granic, A., Cukusic, M., Walker, R., 2009, m-Learning in a Europe-wide network of schools, Educational Media International, 46(3), 167-184.
Grant, D., 2009, The psychological assessment of neurodiversity, IN: Pollak, D (ed), Neurodiversity in Higher Education: positive responses to specific learning differences, Oxford, Wiley-Blackwell.
Green, J, Nelson, G., Martin, A.J., Marsh, H., 2006, The causal ordering of self-concept and academic motivation and its effect on academic achievement, International Education Journal, 7(4), 534-546.
Greene, J.A., Bollick, C.M., Jackson, W.P., Caprino, A.M., Oswald, C., McVea, M., 2015, Domain-specificity of self-regulated learning in science and history, Contemporary Educational Psychology, 42, 111-128.
Greep, D., 2017, E-mail dialogue with HESA concerning proportion of students with dyslexia at university, Higher Education Statistics Agency contacted/reply-received 24th-29th April 2015.
Gregor, P., Dickinson, A., 2007, Cognitive difficulties and access to information systems: An interactive design perspective, Universal Access in the Information Society, 5(4), 393-400.
Griffin, B., Hu, W.C.Y., 2015, Reducing the impact of coaching on selection into medicine, Medical Journal of Australia, 203(9), 363.
Griffin, E., Pollak, D., 2009, Student experiences of neurodiversity in Higher Education: Insights from the BRAINHE Project, Dyslexia, 15(1), 23-41.
Griffiths, P.G., Taylor, R.H., Henderson, L.M., Barrett, B.T., 2016, The effect of coloured overlays and lenses on reading: a systematic review of the literature, Ophthalmic and Physiological Optics, 35(5), 519-544.
Griful-Freixenet, J., Struyven, K., Verstichele, M., Andries, C., 2017, Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework, Disability & Society, 32(10), 1627-1649.
Grosser, G.S., Trzeciak, G.M., 1981, Durations of recognition for single letters, with and without visual masking, by dyslexics and normal readers, Perceptual and Motor Skills, 53, 991-995.
Guadagnoli, E., Velicer, W.F., 1988, Relation of sample size to the stability of component patterns, Psychological Bulletin, 103(2), 265-275.
Guilford, J.P., 1988, Some changes in the Structure-of-Intellect Model, Educational and Psychological Measurement, 48(1), 1-4.
Gupta, N., Irwin, J.D., 2016, In-class distractions: the role of Facebook and the primary learning task, Computers in Human Behaviour, 55(B), 1165-1178.
Gus, S., Samuelsson, S., 1999, Intelligence and dyslexia: Implications for diagnosis and intervention, Scandinavian Journal of Psychology, 40(2), 127-134.
Gwernan-Jones, R., 2010, Making sense of dyslexia: A life history study with dyslexic adults mapping mearning-making and its relationship to the development of positive self-perceptions and coping skills, Unpublished doctoral thesis, University of Exeter.
Hackett, G., Betz, N.E., 1982, Mathematics self-efficacy expectations, math performance, and the consideration of math-related Majors, Paper presented at the Annual Meeting of the American Educational Research Association, New York, March 18-22 1982.
Hallinan, M.T., 2008, Teacher influences on students' attachment to school, Sociology of Education, 81(3), 271-283.
Hammond, J.A., Bithell, C.P., Jones, L., Bidgood, P., 2010, A first year experience of student-directed peer-assisted learning, Active Learning in Higher Education, 11(3), 210-212.
Hanley, J.R., 1997, Reading and spelling impairments in undergraduate students with developmental dyslexia, Journal of Research in Reading, 20(1), 22-30.
Hanmstra-Bletz, L., Blote, A.W., 1993, A longitudinal study on dysgraphic handwriting in primary school, Journal of Learning Disabilities, 26(10), 689-699.
Harackiewicz, J.M., Linnenbrook, E.A., 2005, Multiple achievement goals and multiple pathways for learning: the agenda and impact of Paul R. Pintrich, Educational Psychologist, 40(2), 75-84.
Harkin, E., Doyle, A., McGuckin, C., 2015, Screening and assessment of specific learning disabilities in higher education institutes in the Republic of Ireland, Journal of Psychologists and Counsellors in Schools, 25(1), 13-23.
Harrison, A.G., 2005, A validation of the Dyslexia Adult Screening Test (DAST) in a post-secondary population, Journal of Research in Reading, 28(4), 423-434.
Harrison, A.G., Edwards, M.J., Parker, K.C.H., 2008, Identifying students feigning dyslexia: preliminary findings and strategies for detection, Dyslexia, 14, 228-246.
Haslum, M.N., Kiziewicz, M., 2001, Computerized assessment of students for dyslexia: a preliminary report of an evaluation of the StudyScan screening and assessment suite, CASCADE (University of Bath), 8.
Hawkela, S., Wimmer, H., 2008, Visual target detection is not impaired in dyslexic readers, Vision Research, 48(6), 850-852.
Hay, D.B., 2007, Using concept mapping to measure deep, surface and non-learning outcomes, Studies in Higher Education, 32(1), 39-57.
Hazan, A., Adlard, V., 1998, Speech perception in children with specific reading difficulties (dyslexia), The Quarterly Journal of Experimental Psychology, Section A, 51(1), 153-177.
Hedges, L.V., 1981, Distribution theory for Glass' estimator of effect size and related estimators, Journal of Educational Statistics, 6(2), 107-128.
Heelan, A., Halligan, P., Quirke, M., 2015, Universal design for learning and its application to clinical placements in health science courses, Journal of Postsecondary Education and Disability, 28(4), 469-479.
Hefferon, K., Gil-Rodriguez, E., 2011, Interpretative phenomenological analysis, The Psychologist, 24(10), 756-759.
Hei Wan, W.N., Davies, G., Bates, I., Avellone, M., 2003, Academic dishonesty among pharmacy students, Pharmacy Education, 3(4), 261-269.
Heiman, T., Precel, K., 2003, Students with learning disabilities in higher education: academic strategies profile, Journal of Learning Disabilities, 36(3), 248-258.
Heinemann, K.A., Bolanos, H., Griffin, J.S., 2017, Specific Learning Disabilities: Response to Intervention, IN: Learning Disabilities - An International Perspective, 99-114, published online, InTech,
Henderson, L.M., Taylor, R.H., Barrett, B., Griffiths, P.G., 2014, Treating reading difficulties with colour, BMJ, 349, 1-2.
Henderson, L.M., Tsogka, N., Snowling, M.J., 2013, Questioning the benefits that coloured overlays can have for reading in students with and without dyslexia, Journal of Research in Special Educational Needs, 13(1), 57-65.
Henderson, P., 2015, Are there delays in reporting dyslexia in university learners? Experiences of university learning support staff, Journal of Further and Higher Education, 39, 1-15.
Henry, S.L., Abou-Zahra, S., Brewer, J., 2014, The role of accessibility in a universal web, Proceedings of the 11th Web for all Conference, Seoul, Korea.
Henson, R.K., 2001, Understanding internal reliability estimates: a conceptual primer on coefficient alpha, Measurement and Evaluation in Counselling and Development, 34, 177-189.
Higher Education Statistics Agency (HESA), 2018, Who's studying in HE: student numbers, Available at: https://www.hesa.ac.uk/data-and-analysis/students/whos-in-he, accessed on: 26 June 2018.
Hill, F.M., 1995, Managing service quality in higher education: the role of the student as a primary consumer, Quality Assurance in Education, 3(3), 10-21.
Hill, K., 2017, Foor for thought: An exploration of the relationship of academic confidence to academic sustenance in Australian undergraduate students, Unpublished doctoral thesis, University of Durham.
Hill, P., Tinker, A., 2013, Integrating learning development into the student experience, Journal of Learning Development in Higher Education, 5.
Hinshelwood, J., 1896, A case of dyslexia: a peculiar form of word-blindness, The Lancet, 148(3821), 1451-1454.
Hinton, P.R., Brownlow, C., McMurray, I., Cozens, B., 2004, SPSS Explained, Hove East Sussex, Routledge.
Hlalele, D., Alexander, G., 2011, Academic Behavioural Confidence of first-entering humanities University Access Program students, Journal of Social Science, 26(3), 203-209.
Hlalele. D., 2012, Academic Behavioural Confidence of first-entering maths and science university access program students, The Anthropologist, 14(6), 587-592.
Hmelo-Silver, C>E>, Duncan, R.G., Chinn, C.A., 2007, Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller and Clark, Educational Psychologist, 42(2), 99-107.
Ho, A., 2004, To be labelled, or not to be labelled: that is the question, British Journal of Learning Disabilities, 32(2), 86-92.
Hogan, T.P., Catts, H.W., Little, T.D., 2005, The relationship between phonological awareness and reading, Language, Speech and Hearing Services in Schools, 36(4), 285-293.
Honicke, T., Broadbent, J., 2016, The relation of academic self-efficacy to university student performance, Educational Research Review, 17, 63-84.
Hooper, D., Couglan, J., Mullen, M.R., 2008, Structural equation modelling: guidelines for determining model fit, Library Articles Series, Dublin Institute of Technology.
Horn, J.L., Engstrom, R., 1979, Cattell's scree test in relation to Bartlett's chi-square test and other observations on the number of factors problem, Multivariate Behavioral Research, 14(3), 283-300.
Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., Voeton, M., 2010, Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia, Journal of Learning Disabilities, 43(6), 515-529.
Hoy, W.K., Tarter, C.J., Hoy, A.W., 2006, Academic optimism of schools: A force for student achievement, American Journal of Educational Research, 43(3), 425-446.
Hughes, J., 2010, Defining disability in an age of enhancement, Available at: http://www.ieet.org/index.php/IEET/more/3981, accessed on: 05 October 2017.
Hummel, S., 2000, Developing comprehension skills of secondary students with specific learning difficulties, Australian Journal of Learning Difficulties, 5(4), 22-27.
Humphrey, N., 2002, Teacher and pupil ratings of self-esteem in developmental dyslexia, British Journal of Special Education, 29(1), 29-36.
Humphrey, N., Mullins, P.M., 2002, Personal constructs and attribution fo academic success and failure in dyslexia, British Journal of Special Education, 29(4), 196-203.
Hurwitz, J.T., Elliott, S.N., Braden, J.P., 2007, The influence of test familiarity and student disability status upon teachers' judgements of students' test performance, School Psychology Quarterly, 22(2), 115-144.
Hutchison, M.A., Follman, D.K., Sumpter, M., Bodner, G.M., 2006, Factors influencing the self-efficacy beliefs of first-year engineering students, Journal of Engineering Education, 18(1), 39-47.
Hutchinson, S.R., Bandalos, D.L., 1997, A guide to Monte Carlo simulation research for applied researchers, Journal of Vocational Education Research, 22(4), 233-245.
Iannotti, R.J., Schneider, S., Nansel, T.R., Haynie, D.L., Plotnick, L.P., Clark, L.M., Sobel, D.O., Simons-Morton, B., 2006, Self-efficacy, outcome expectations and diabetes self-management in adolescents with Type I diabetes, Journal of Developmental & Behavioral Paediatrics, 27(2), 98-105.
IBM Corp, Released 2016, IBM SPSS Statistics for Windows, Version 24, Armonk, NY, IBM Corp.
Inspiration Software Inc., 2018, Inspiration 9, Available at: http://www.inspiration.com/Inspiration, Accessed on: 19th July 2018.
Irlen, H., Lass, M.J., 1989, Improving reading problems due to symptoms of scotopic sensitivity syndrome using Irlen lenses and overlays, Education, 109(4), 413-417.
Irvine, N., Carmichael, 2009, Threshold concepts: A point of focus for practitioners, Active Learning in Higher Education, 10(2), 103-119.
Jacklin, A., Robinson, C., O'Meara, L., Harris, A., 2007, Improving the experiences of disabled students in higher education, University of Sussex, Higher Education Academy.
Jamieson, S., 2004, Likert scales: how to (ab)use them, Medical Education, 38(12), 1212-1218.
Jamieson, C., Morgan, E., 2008, Managing dyslexia at university, London, Routledge.
Jeffries, S., Everatt, J., 2004, Working memory: its role in dyslexia and other specific learning difficulties, Dyslexia, 10(3), 196-214.
Jennex, M.E., Smolnik, S., Croasdell, D.T., 2009, Towards a consensus knowledge management success definition, Vine, 39(2), 174-188.
Jodrell, D., 2010, Social-identity and self-efficacy concern for disability labels, Psychology Teaching Review, 16(2), 111-121.
Johnes, J., 2016, Performance indicators and rankings in higher education, IN: Valuing Higher Education: An appreciation of the work of Gareth Williams and the Centre for Higher Education Studies, Institute of Education, University College London.
Johnson, R.B., Onwuegbuzie, A.J., 2004, Mixed methods research: A research paradigm whose timehas come? Educational Researcher, 33(7), 14-26.
Johnson, R.B., Onwuegbuzie, A.J., Turner, L.A., 2007, Towards a definition of mixed methods research, Journal of Mixed Methods Research, 1(2), 112-133.
Jonker, L., Elferink-Gemser, M.T., Visscher, C., 2011, The role of self-regulatory skills in sport and academic performances of elite youth athletes, Talent Development and Excellence, 3(2), 263-275.
Jorgenson, L., Singleton, K., Bennett, J., 2013, University design for learning in higher education, Proceedings of the Innovations in Teaching & Learning Conference September 2013, Virginia USA, George Mason University.
Joseph, L.M., Wargelin, L., Ayoub, S., 2016, Preparing school psychologists to effectively provide services to students with dyslexia, Perspectives on Language and Literacy, 42(4), 15-24.
Joseph, N., 2009, Metacognition needed: teaching middle and high school students to develop strategic learning skills, Preventing School Failure: Alternative Education for Children and Youth, 54(2), 99-103.
Juang, L.P., Silbereisen, R.K., 2002, The relationship between adolescent academic capability beliefs, parenting and school grades, Journal of Adolescence, 25(1), 3-18.
Jungert, T., Hesser, H., Traff, U., 2014, Contrasting two models of academic self-efficacy: domain-specific versus cross-domain in children receiving and not receiving special instruction in mathematics, Scandinavian Journal of Psychology, 55(5), 440-447.
Kaiser, H.F., 1974, An index of factorial simplicity, Psychometrika, 39, 32-36.
Kaiser, H.F., 1966, The application of electronic computers to factor analysis, Educational and Psychological Measurements, 20, 141-151.
Kamoen, N., Bregje, C.H., van den Bergh, H., 2013, Positive, negative and bipolar questions: the effect of question polarity on ratings of text readability, Survey Research Methods, 7, 181-189.
Kanyongo, G.Y., 2005, Determining the number of components to extract from a principal components analysis: A Monte Carlo study of the accuracy of the scree plot, Journal of Modern Applied Statistical Methods, 4(1), 120-133.
Kaplowitz, M.D., Lupi, F., Couper, M.P., Thorp, L., 2011, The effect of invitation design on web survey response rates, Social Science Computer Review, 000(00), 1-11.
Kapoor, A., Picard, R., 2005, Multimodal affect recognition in learning environments, Proceedings of the 13th Annual ACM International Conference on Multimedia, 677-682, Singapore.
Karabulut-Iglu, A, Cherrez, N.J., Jahren, C.T., 2017, A systematic review on the flipped learning method in engineering education,British Journal of Education Technology, 49(3), 398-411.
Kavanagh, D.J., Bower, G.H., 1985, Mood and self-efficacy: impact of joy and sadness on perceived capabilities, Cognitive Therapy and Research, 9(5), 507-525.
Kearney, C.A., Lemos, A., Silverman, J., 2004, The functional assessment of school refusal behavior, The Behavior Analyst Today, 5(2), 275-283.
Keinhuis, M., 2013, Interteaching: Dissemination and evaluation across three RMIT Colleges, Learning and Teaching Investment Fund 2013: Final Report, Melbourne Australia, RMIT University.
Keinhuis, M., Elgar, K., Chester, A., Wilson, P., 2011, Final Project Report, Learning and Teaching Investment Fund 2010: Final Report, Melbourne Australia, RMIT University.
Kelley, K., Preacher, K.J., 2012, On effect size, Psychological Methods, 17(2), 137-152.
Kelly, G.A., 1955, The Psychology of Personal Constructs, New York, Norton.
Kemp, N., Parrila, R.K., Kirby, J.R., 2009, Phonological and orthographic spelling in high-functioning adult dyslexics, Dyslexia, 15(2), 105-128.
Kerr, H., 2001, Learned helplessness and dyslexia: a carts and horses issue? Literacy, 35(2), 82-85.
Kessels, U., Heyder, A., Latsch, M., Hannover, B., 2014, How gender differences in academic engagement relate to students' gender identity, Educational Research, 56(2), 220-229.
Kessels, U., Steinmayr, R., 2013, Macho-man in school: toward the role of gender-role self-concepts and help seeking in school performance, Learning and Individual Differences, 23, 234-240.
Kinchin, I.M., Lygo-Baker, S., Hay, D.B., 2008, Universities as centres of non-learning, Studies in Higher Education, 33(1), 89-103.
King, N.J., Heyne, D., Tonge, B., Gullone, E., Ollendick, T.H., 2001, School refusal: categorical diagnoses, functional analysis and treatment planning, Clinical Psychology & Psychotherapy, 8(5), 352-360.
Kirby, J.A., Blythe, H.I., Drieghe, D., Liversedge, S.P., 2011, Reading text increases binocular disparity in dyslexic children, PLOS ONE 6(11), e27105.
Kirby, J.R., Silvestri, R., Allingham, B.H., Parrila, R., La Fave, C.B., 2008, Learning strategies and study approaches of postsecondary students with dyslexia, Journal of Learning Disabilities, 41(1), 85-96.
Kirsch, I., 1982, Efficacy expectations or response predictions: The meaning of efficacy ratings as a function of task characteristics, Journal of Personality and Social Psychology, 42(1), 132-136.
Kirschner, P.A., Sweller, J., Clark, R.E., 2006, Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching, Educational Psychologist, 41(2), 75-86.
Klassen, R., 2002, A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities, Learning Disability Quarterly, 25, 88-102,
Klein, C., 1993, Diagnosing dyslexia, London, Avanti.
Kline, P., 1986, A Handbook of Test Construction: Introduction to Psychometric Design, London, Methuen.
Kline, P., 1994, An easy guide to factor analysis, London, Routledge.
Knoop-van Campen, C., Sergers, E., Verhoeven, L., 2018, The modality and redundancy effects in multimedia learning in children with dyslexia, Dyslexia, 24(2), 140-155.
Kong, S.J., 2012, The emotional impact of being recently diagnosed with dyslexia from the perspective of chiropractic students, Journal of Further & Higher Education, 36(1), 127-146.
Kraiger, K., Billings, R.S., Isen, A.M., 1989, The influence of positive affective states on task perceptions and satisfaction, Organizational Behavior and Human Decision Processes, 44(1), 12-25.
Kranzler, J.H., Pajares, F., 1997, An exploratory factor analysis of the Mathematics Self-Efficacy Scale-Revised (MSES-R), Measurement & Evaluation in Counselling & Development, 29(4), 215-228.
Kriss, I., Evans, B.J.W., 2005, The relationship between dyslexia and Meares-Irlen syndrome, Journal of Research in Reading, 28(3), 350-364.
Krueger, N., Dickson, P.R., 1994, How believing in ourselves increases risk-taking: perceived self-efficacy and opportunity recognition, Decision Sciences, 25(3), 385-400.
Kruk, R., Sumbler, K., Willows, D., 2008, Visual processing characteristics of children with Meares-Irlen syndrome, Ophthalmic and Physiological Optics, 28(1), 35-46.
Kurniawan, S., Conroy, G., 2007, Comparing comprehension speeds and accuracy of online information in students with and without dyslexia, IN: Kurniawan, S., Zaphiris, P., (Eds), Advances in Universal Web Design and Evaluation Research: Trends and Opportunities, IGI Global, Hershey PA.
Lackmann, T., Geyer, T., 2003, Letter reversals in dyslexia: Is the case really closed? A critical review and conclusion, Psychology Science, 45, 50-72.
Ladd, J., 2009, Everybody likes Likert: Using a Variable-Interval Slider to collect interval-level individual options, International Conference on Information Systems Proceedings 2009, Pheonix, AZ.
Lakretz, Y., Chechik, G., Friedmann, N., Rosen-Zvi, M., 2015, Probabilistic graphical model of dyslexia, Proceedings of the 21st AGM SIGKDD International Conference on Knowledge Discovery and Data Mining, Sydney, ACM.
Lami, G., Locatelli, M., 2008, Dyslexia and concept mapping: An indisensable tool for learning, Concept Mapping and Educators: Proceedings of the Third International Conference on Concept Mapping, Tallinn, University of Tallinn.
Lancaster, P., 2008, Universal Design for Learning, Colleagues, 3(1), 1-2.
Lauchlan, F., Boyle, C., 2007, Is the use of labels in special education helpful? Support for Learning, 22(1), 36-40.
Laurs, D., 2010, Collaborating with postgraduate supervisors, Shifting sands, firm foundations: Proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand, Auckland, ATLAANZ.
Law, J., 2004, After method: mess in social science research, London, Routledge.
Law, J., McBean, K., Rush, R., 2011, Communication skills in a population of primary school-aged children raised in an area of pronounced social disadvantage, International Journal of Language & Communication Disorders, 46(6), 657-664.
le Jan, G., le Bouquin-Jeannes, R., Costet, N., Troles, N., Scalart, P., Pichancourt, D., Faucon, G., Gombert, J-E., 2011, Multivariate predictive model for dyslexia diagnosis, Annals of Dyslexia, 61(1), 1-10.
Leathewood, C., O'Connell, P., 2003, 'It's a struggle': the construction of the 'new student' in higher education, Journal of Education Policy, 18(6), 597-615.
Lefly, D.I., Pennington, B.F., 1991, Spelling errors and reading fluency in compensated adult dyslexics, Annals of Dyslexia, 41, 143-162.
Lienemann, T.O., Reid, R., 2006, Self-regulated strategy developments for students with learning disabilities, Teacher and Special Education Review, 29(1), 3-11.
Lenton, P., 2015, Determining student satisfaction: an economic analysis of the National Student Survey, Economics of Education Review, 47, 118-127.
Lenz, L., Pomp, A., Meisen, T., Jeschke, S., 2016, How will the Internet of Things and big data analytics impact the education of learning disabled students? A Concept Paper presented at the 3rd MEC International Conference: Big Data and Smart City (ICBDSC), Muscat, Oman, IEEE.
Lew, M.D.N., Schmidt, H.G., 2011, Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), 529-545.
Liberman, I.Y., Shankweller, D., Orlando, C., Harris, K.S., Beli Berti, F., 1971, Letter confusions and reversals of sequence in the beginning reader: implications for Orton's theory of developmental dyslexia, Cortex, 7, 127-142.
Lindgren, S-A., 2012, Mild developmental dyslexia in university students: Diagnosis and performance features in L1, L2 and L3, Unpublished doctoral thesis, Abo Akademi University, Finland.
Lindstrom, W., Coleman, C., Thomassin, K., Southall, C.M., Lindstrom, J.H., 2011, Simulated dyslexia in post-secondary students: description and detection using embedded validity indicators, The Clinical Neuropsychologist, 25(2), 320-322.
Lisle, K., Wade, T.J., 2013, Does the presence of a Learning Disability elicit a stigmatization? British Journal of Education, Society & Behavioural Science, 4(2), 211-225.
Livingstone, M.S., Rosen, G.D., Drislane, F.W., Galaburda, A.M., 1991, Physiological and anatomical evidence for a magnocellular defect in developmental dyslexia, Proceedings of the National Academy of Sciences, 88, 7943-7947.
Locke, E.A., Latham, G.P., A theory of goal-setting and task performance, Englewood Cliffs, New Jersey, Prentice-Hall.
Locke, E.A., Shaw, K.N., Saari, L.M., Latham, G.P., 1981, Goal setting and task performance 1969-1980, Psychological bulletin, 90(1), 125-152.
Lockhart, P., 2004, An investigation into the causes of student drop-out behaviour, Unpublished undergraduate dissertation, Glasgow University.
Loftus, E.F., Fienberg, S.E., Tanur, J.M., 1985, Cognitive psychology meets the national survey, American Psychologist, 40, 175-180.
Lombardino, L.J., Gauger, L.M., 2014, Dyslexia: Why is this diagnosis so challenging? Perspectives on Language and Learning, 21, 98-113.
Longfellow, E., May, S., Burke, L., MArks-Maran, D., 2008, ‘They had a way of helping that actually helped’: a case study of a peer-assisted learning scheme, Teaching in Higher Education, 13(1), 93-105.
Longobardi, C., Fabris, M.A., Mendola, M., Prino, L.E., 2019, Examining the selection of university courses in young adults with learning disabilities, Dyslexia, 25(2), 219-224.
Lorah, J., 2018, Effect size measures for multilevel models: definition, interpretataion and TIMSS example, Large-scale Assessments in Education, 6(8), https://doi.org/10.1186/s40536-018-0061-2.
Louangrath, P., 2018, Reliability and validity of survey scales, International Journal of Research and Methodology in Social Science, 4(1), 50-62.
Loveland-Armour, L.A., 2018, Recently identified university students navigate dyslexia, Journal of Applied Research in Higher Education, 10(2), 170-181.
Ludwig, K.,, 2014, Proxy agency in collective action, Nous, 48(1), 75-105.
Lui, W.C., Wang, C.K.J., 2005, Academic Self-Concept: A cross-sectional study of grade and gender differences in a Singapore Secondary School, Asia Pacific Educational Review, 6(1), 20-27.
Lui, Y., Hongxiu, L., 2009, What drives m-Learning success? Drawing insights from self-directed learning theory, PACIS 2009 Proceedings, 111-124.
Lund, A., Lund, M., 2016-2018, Laerd Statistics, Lund Research Ltd, Bath, available at: http://www.statistics.laerd.com.
Luszczynska, A., Scholz, U., Schwarzer, R., 2005, The general self-efficacy scale: multicultural validation studies, The Journal of Psychology: Interdisciplinary and Applied, 139(5), 439-457.
MacCullagh, L., Bosanquet, A., Badcock, N.A., 2016, University students with dyslexia: a qualitative exploratory study of learning practices, challenges and strategies, Dyslexia, 23, 3-23.
Macdonald, S.J., 2010, Towards a social reality of dyslexia, British Journal of Learning Disabilities, 38(4), 271-279.
MacFarlance, B., 2011, Prizes, pedagogic research and teaching professors: lowering the status of teaching and learning through bifurcation, Teaching in Higher Education, 16(1), 127-130.
MacFarlance, A., Albrair, A., Marshall, C.R., Buchanan, G., 2012, Phonological working memory impacts on information searching: An investigation of dyslexia, Proceedings of the 4th Information Interaction in Context Symposium, Nijmegen,Netherlands.
Madriaga, M., 2007, Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond, Disability & Society, 22(4), 399-412.
Maher, J.M., Markey, J.C., Ebert-May, D., 2013, The other half of the story: effect size analysis in quantitative research, CBE – Life Sciences Education, 12(3) 345-351.
Magnusson, K., 2014, Interpreting Cohen's d effect size, Available at: http://rpsychologist.com/d3/cohend/, accessed on: 12th July 2015.
Malone, T.W., Toward a theory of intrinsically motivating instruction, Cognitive Science, 5(4), 333-369.
Maloshonok, N., Terentev, E., 2016, The impact of visual design and response formats on data quality in a web survey of MOOC students, Computers in Human Behaviour, 52(2), 506-515
Marais, N., 2011, Connectivism as learning theory: the force behind changed teaching practice in higher education, Education, Knowledge and Economy, 4(3), 173-182.
Marcus, B., Bosnjak, M., Lindner, S., Pilischenko, S., Schutz, A., 2007, Compensating for low topic interest and long surveys: A field experiment on non-response in web surveys, Research Policy, 42, 273-286.
Marek, P., Williamson, A., Taglialetela, L., 2015, Measuring learning and self-efficacy, IN: Jhangiani, R.S., Troise, J.D., Fleck, B., Legg, A.M., Hussey, H.D., (eds), A compendium of scale for use in the scholarship of learning and teaching, Available at: http://www.teachpsych.org, Accessed on 14th June 2018.
Martin, J., Frauenfelder, U.H., Cole, P., 2014, Morphological awareness in dyslexic university students, Applied Psycholinguistics, 35(6), 1213-1233.
Martin, J., Gill, D.L., 1991, The relationships among competitive orientation, sport-confidence, self-efficacy, anxiety and performance, Journal of Sport and Exercise Psychology, 13(2), 149-159.
Martinez, P,T., Majerus, S., Poncelet, M., 2013, Impaired short-term memory for order in adults with dyslexia, Research in Developmental Disabilities, 34(7), 2211-2223.
Materechera, E.K., 2020. Inclusive education: why it poses a dilemma to some teachers. International Journal of Inclusive Education, 24(7), 771-786.
Matovu, M., 2014, A structural equation modelling of the Academic Self-Concept Scale, International Electronic Journal of Elementary Education, 6(2), 185-198.
Mattlew, M., 1992, Handwriting and spelling: dyslexic children's abilities compared with children of the same chronological age and younger children with the same spelling level, British Journal of Educational Psychology, 62(3), 375-390.
McCallum, R.C., Widaman, K.F., Zhang, S., Hong, S., 1999, Sample size in factor analysis, Psychological Methods, 4(1), 84-99.
McCardle, L., Young, B.W., Baker, J., 2017, Self-regulated learning and expertise development in sport: current status, challenges and future opportunities, International Review of Sport and Exercise Psychology, 10
McCarthy, J.E., Swierenga, S.J., 2010, What we know about dyslexia and Web accessibility: a research review, Universal Access in the Information Society, 9(2), 147-152.
McCue-Herlihy, B., 1997, Relations among self-efficacy academic achievement resource utilization and persistence in a sample of non-traditional college students, Unpublished doctoral thesis, University of Maine.
McDuff, D., Karlson, A., Kapoor, A., Roesway, A., Czerwinski, M., 2012, AffectAura: An intelligent system for emotional memory, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems ACM 2012, Austin, Texas USA.
McFarland, S., 1981, Effects of question order on survey responses, Public Opinion Quarterly, 45(2), 208-215.
McGeown, S.P., Putwain, D., Simpson, E.G., Boffey, E., Markham, J., Vince, A., 2014, Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics, Learning and Individual Differences, 32, 278-286.
McGuigan, L., Hoy, W.K., 2006, Principal leadership: Creating a culture of academic optimism to improve achievement for all students, Leadership and Policy in Schools, 5(3), 203-229.
McLafferty, M., Mallett, J., McCauley, V., 2012, Coping at university: the role of resilience, emotional intelligence, age and gender, Journal of Quantitative Psychological Research, 1, 1-18.
McLaughlin, M.E., Bell, M.P., Stringer, D.Y., 2004, Stigma and acceptance of persons with disabilities: understudied aspects of workforce diversity, Group and Organization Management, 29(3), 302-333.
McLoughlin, D., Fitzgibbon, G., Young, V., 1994, Adult dyslexia: assessment, counselling and training, London, Whurr.
McPeake, J., Bateson, M., O'Neill, A., 2014, Electronic surveys: how to maximise success Nurse Researcher, 21(3), 24-26.
McPhail, J.C., Freeman, J.G., 2005, Beyond prejudice: thinking toward genuine inclusion, Learning Disabilities Research & Practice, 20(4), 254-267.
Mega, C., Ronconi, L., De Beni, R., 2014, What makes a good student? How emotions, self-regulated learning and motivation contribute to academic achievement, Journal of Educational Psychology, 106(1), 121-131.
Melby-Lervag, M., Lyster, S.-A.H., Ulme, C., 2012, Phonological skills and their role in learning to read: A meta-analytic review, Psychological Bulletin, 138(2), 322-352.
Meltzer, L., Roditi, B., Houser, R.F., Meriman, M., 1998, Perceptions of academic strategies and competence in students with learning disabilities, Journal of Learning Disabilities, 31(5), 437-451.
Messiou, K., 2017, Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159.
Meyer, J.H.F., Land, R., 2005, Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning, Higher Education, 49(3), 373-388.
Miles, E., 1991, visual dyslexia/auditory dyslexia: is this a valuable distinction? In: Snowling, M., Thomson, M., (Eds), Dyslexia: Integrating Theory and Practice, London, Whurr.
Miles, T.R., 1993, Dyslexia: The pattern of difficulties (2nd edn), Chichester, Wiley.
Miller, G.A., Galanter, E., Pribram, K.H., 1960, Plans and the structure of behaviour, New York, Holt, Reinhart & Winston Inc.
Miller, J.S., 2015, English language proficiency, academic confidence, and academic success: A case study of first-year female students at an Ethiopian university, Unpublished Masters dissertation, Hamline University, Minnesota USA.
Miller-Shaul, S., 2005, The characteristics of young and adult dyslexic readers on reading and reacing related cognitive tasks as compared to normal readers, Dyslexia, 11(2), 132-151.
Millon, T., Green, C., Meagher, R., 1982, Millon Adolescent Personality Inventory Manual, Minneapolis, National Computer Systems.
MindGenius Ltd., 2018, MindGenius 2018, Available at: https://www.mindgenius.com/mind-mapping.aspx, Accessed on: 19th July 2018.
Minow, M., 1985, Learning to live with the dilemma of difference: bilingual and special education, Law and Contemporary Society, 48(2), 157-211.
Minow, M., 1990, Making all the difference: inclusion, exclusion and American law, New York, Cornell University Press.
Mirciouiu, C., Atkinson, J., 2017, A comparison of parametric and non-parametric methods applied to a Likert scale, Pharmacy, 5(2), 1-25. 371-384.
Miron, E., Ravid, G., 2015, Facebook groups as an academic teaching aid: Case study and recommendations for educators, Journal of Educational Technology & Study, 18(4),
Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., Godshalk, V., 2005, Examining the impact of learning communities on motivation, The Quarterly Review of Distance Education, 6(2), 137-143.
Money, J., Nixon, S., Tracy, F., Hennessy, C., Ball, E., Dining, T., 2017, Undergraduate student expectations of university in the United Kingdom: What really matters to them? Cogent Education, 4(1),
Moolenaar, N.M., Sleegers, P.J.C., Daly, A.J., 2012, Teaming up: linking collaboration networks, collective efficacy and student achievement, Teaching and Teacher Education, 28(2), 251-262.
Moonen, J., 2001, Institutional perspectives for online learning: Policy and return-on-investment, IN: Taylor, H., Hogenbirk, P., (Eds) Information and Communication Technologies in Education, US, Springer.
Moore, D.S., McCabe, G.P., 1999, Introduction to the practice of statistics, New York, W.H.Freeman & Co.
Moore, J., Sanders, J., Highham, L., 2013, Literature review of research into widening participation to higher education, Report to HEFCE and OFFA, London, Aim Higher Research and Consultancy.
Morea, O.F., Stokes, S.M., 2016, Coefficient É‘ as a measure of test score reliatiliby: Review of 3 popular misconceptions, American Journal of Public Health, 106(3), 458-461.
Morgan, E., Klein, C., 2000, The Dyslexic Adult in a Non-Dyslexic World, Florence KY, Talyor & Francis Group.
Morisano, D., Locke, E.A., 2013, Goal setting and academic achievement, IN: Hattie, J., Anderman, E.M., (Eds) International guide to student achievement, New York, Routledge.
Morris, D.K., Turnbull, P.A., 2007, The disclosure of dyslexia in clinical practice: experiences of student nurses in the UK, Nurse Education Today, 27(1), 35-42.
Morrow, J.W., 2017, Law students with dyslexia and their experience of academic assessment, Unpublished Doctoral Thesis, University of Chester.
Mortimore, T., 2003, An examination of the relationship between learning style, dyslexia and the experience of students in Higher Education, Paper published in Bridging Theory & Practice, the proceedings of the European Learning Style Information Network 8th Annual Learning Styles Conference, University of Hull, June/July 2003.
Mortimore, T., 2005, Dyslexia and learning style: a note of caution, British Journal of Special Education, 32(3), 145-148.
Mortimore, T., 2008, Dyslexia and Learning Styles: A Practitioner's Handbook, Chichester, Wiley.
Mortimore, T., 2013, Dyslexia in higher education: creating a fully inclusive institution, Journal of Research in Special Education, 13(1), 38-47.
Mortimore, T., Crozier, R., 2006, Dyslexia and difficulties with study skills in higher education, Studies in Higher Education, 31(2), 235-251.
Morton, J., Frith, U., 1995, Causal modelling: A structural approach to developmental psychopathology, IN: Cicchetti, D., Cohen, D.J., (eds), Wiley series on personality processes: Developing psychopathology, Vol 1: Theory and methods, 357-390, Oxford, J.Wiley & Sons.
Mulkeen, J., Abdou, H.A., Leigh, J., Ward, P., 2017, Degree and Higher Level Apprenticeships: an empiricl investigation of stakeholder perceptions of challenges and opportunities, Studies in Higher Education, 43(6), 733-748.
Multon, K.D., Brown, S.D., Lent, R.W., 1991, Relation of self-efficacy beliefs to academic outcomes: A meta-analysis reiew, Journal of Counseling Psychology, 38(1), 30-38.
Murphy, F., 2009, The clinical experiences of dyslexic healthcare students, Radiography, 15(4), 341-344.
Murray, J., 2013, Likert data: what to use, parametric or non-parametric? International Journal of Business and Social Science, 4(11),258-264.
​
References N-T
​
Nagarajan, R., Prabhu, R., 2015, Competence and capability - a new look, International Journal of Management, 6(6), 7-11.
Nalavany, B.A., Carawan, L.W., Rennick, R.A., 2011, Psychosocial experiences associated with a confirmed and self-identified dyslexia: a participant-driven concept map of adult perspectives, Journal of Learning Disabilities, 44(1), 63-79.
Nalavany, B.A., Carawan, L.W., Sauber, S., 2013, Adults with dyslexia, an invisible disability: the mediational role of concealment on perceived family support and self-esteem, The British Journal of Social Work, 45(2), 568-586.
Nario-Redmond, M.R., Noel, J.G., Fern, E., 2013, Redefining disability, re-imagining the self: Disability identification predicts self-esteem and strategic responses to stigma, Self and Identity, 12(5), 468-488.
National Working Party on Dyslexia in Higher Education, 1999, Dyslexia in Higher Education, Policy, Provision and Practice, Hull, University of Hull.
Nesbitt, J., Adescope, O., 2006, Learning with concept and knowledge maps: a meta-analysis, Review of Educational Research, 76(3), 413-448.
Nichols, S.A., McLeod, J.S., Holder, R.L., Mc Leod, H.S.T., 2009, Screening for dyslexia, dyspraxia and Meares-Irlen syndrome in higher education, Dyslexia, 15(1), 42-60.
Nicholson, L., Putwain, D., Connors, L., Hornby-Atkinson, P., 2013, The key to successful achievement as an undergraduate students: confidence and realistic expectation? Studies in Higher Education, 38(2), 285-298.
Nicholson, R.I., Fawcett, A.J., 1990, Automaticity: A new framework for dyslexia, Cognition, 35, 159-182.
Nicholson, R.I., Fawcett, A.J., 1997, Developing objective procedures for screening and assessment of dyslexic students in higher education, Journal of Review in Reading, 20(1), 77-83.
Nicholson, R.I., Fawcett, A.J., Dean, P., 1995, Time estimation deficits in developmental dyslexia: evidence of cerebellar involvement, Proceedings of the Royal Society B (Biological Sciences), 259(1354), 43-47.
Nicholson, R.I., Fawcett, A.J., Dean, P., 2001, Developmental dyslexia: the cerebellar deficit theory, Trends in Neuroscience, 24(9), 508-511.
Nicholson, R.I., Fawcett, A.J., 2017, Comparison of deficit severity across skills: Towards a taxonomy for dyslexia, IN: Nicholson, R.I., Fawcett,A.J., Eds, (1st edition: 1994), Dyslexia in Children, Routledge, London,
Norgate, R., Osborne, C., Warhurst, A., 2013, Change in Myself-As-A-Learner Scale (MALS) scores as pupils transfer to and progress through secondary school, Educational Psychology in Practice, 29(2), 122-137.
Norman, G., 2010, Likert scales, levels of measurement and the "laws" of statistics, Advances in Health Sciences Education, 15(5), 625-632.
Norwich, B., 1999, The connotation of special education labels for professional in the field, British Journal of Special Education, 26(4), 179-183.
Norwich, B., 2008, What future for special schools and inclusion? Conceptual and professional perspectives, British Journal of Special Education, 35(3), 136-143.
Norwich, B., 2010, Dilemmas of difference, curriculum and disability: international perspectives, Comparative Education, 46(2), 113-135.
Norwich, B., 2013, Addressing tensions and dilemmas in inclusive education: Living with uncertainty, London, Routledge.
Nunnally, J.C., Bernstein, I.H., 1994, Psychometric Theory (3rd ed.), New York, McGraw-Hill.
O'Connor, B.P., 2000, SPSS and SAS programs for determining the number of components using parallel analysis and Velicer's MAP test, Behavior Research Methods, Instruments and Computers, 32(3), 396-402.
O’Neill, G., McMahon, T., 2005, Student-centred learning: What does it mean for students and lecturers? IN: O’Neill, G., Moores, S., McMullin, D., (eds), Emerging issues in the practice of university learning and teaching, Dublin, AISHE.
Oei, T.P.S., Morawsk, A., 2004, A cognitive model of binge drinking: the influence of alcohol expectancies and drinking refusal self-efficacy, Addictive Behaviors, 29(1), 159-179.
Office for Disability Issues (ODI), 2011, Equality Act 2010: Guidance, London, ODI.
Oh, S., 2010, The sources that influence student teachers' sense of efficacy, Unpublished doctoral thesis, University of Iowa.
Ohlson, R.K., Keenan, J.M., Byrne, B., Samuelsson, S., 2014, Why do children differ in their development of reading and related skills? Scientific Studies of Reading, 18(1), 38-54.
Olofsson, A., Ahl, A., Taube, K., 2012, Learning and study strategies in university students with dyslexia: implications for teaching, Procedia - Social and Behavioural Sciences, 47, 1184-1193.
Omniplex (Group) Ltd., 2018, Articulate 360, New York, Omniplex.
Onwuegbuzie, A.J., Daniel, L.G., 2000, Reliability generalization: The importance of considering sample specificity, confidence intervals and subgroup differences. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (MSERA) 17-19 November 2000, Bowling Green Kentucky, MSERA.
Onwuegbuzie, A.J., Daniel, L.G., 2002, A framework for reporting and interpreting internal consistency reliability estimates, Measurement and Evaluation in Counselling and Development, 35, 89-103.
Open University, 2018, FutureLearn online courses, Available at: http://www.futurelearn.com, Accessed on: 15th June 2018.
Orton, S.T., 1928, Specific reading disability – Strephosymbolia, Journal of the American Medical Association, 90(14), 1095-1099.
Orton, S.T., 1937, Reading, writing and speech problems in children, New York, Norton.
Osterholm, K., Nash, W.H., Kritsonis, W.A., 2007, Effects of labelling students 'learning disabled': Emergent themes in the research literature 1970 through 2000, Focus on Colleges, Universities and Schools, 1(1), 1-11.
Pajares, F., 1992, Teachers' beliefs and educational research: cleaning up a messy construct, Review of Educational Research, 62(3), 307-332.
Pajares, F., 1996, Self-efficacy beliefs in academic settings, Review of Educational Research, 66(4), 543-578.
Pajares, F., 2008, Motivational role of self-efficacy beliefs in self-regulated learning, IN: Schunk, D.H., Zimmerman, B.J., (Eds), Motivation and Self-Regulated Learning: Theory, Research and Applications, New York, Lawrence Erlbaum Associates.
Pajares, F., Johnson, M.J., Usher, E.L., 2007, Sources of writing self-efficacy beliefs of elementary, middle, and high school students, Research in the Teaching of English, 42(1), 104-120.
Pajares, F., Kranzler, J., 1995, Self-efficacy beliefs and general mental ability in mathematical problem-solving, Contemporary Educational Psychology, 20(4), 426-443.
Pajares, F., Miller, M.D., 1994, Role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis, Journal of Educational Psychology, 86(2), 193-203.
Pajares, F., Miller, M.D., 1995, Mathematics self-efficacy and mathematics outcomes. The need for specificity of assessment, Journal of Counseling Psychology, 42, 190-198.
Pajares, F., Schunk, D.H., 2002, Self and self-belief in psychology and education: an historical perspective, IN: Aronson, J., (Ed.), Improving academic achievement, New York, Academic Press.
Pajares, F., Schunk, D.H., 2005, Self-efficacy and self-concept beliefs, IN: Marsh, H.W., Craven, R.G., McInerney, D.M., (Eds), New Frontiers for Self Research (Vol 2: International Advances in Self Research), Greenwich CT, Information Age Publishing.
Pajares, F., Valiente, G., 1997, Influence of self-efficacy on elementary students' writing, The Journal of Educational Research, 90(6), 353-360.
Panayides, P., 2013, Coefficient alpha: interpret with caution, Europe's Journal of Psychology, 9(4), 687-696.
Parilla, R., Georgiou, G., Corkett, J., 2007, University students with a significant history of dearing difficulties: What is, and is not compensated? Exceptionality Education International, 17(2), 195-220.
Pasquini, E.S., Corriveau, K.H., Goswami, U., 2007, Auditory processing of amplitude envelope rise time in adults diagnosed with developmental dyslexia, Scientific Studies of Reading, 11(3), 259-286.
Passman, T., Green, R.A., 2009, Start with the Syllabus: Universal Design from the Top, Journal of Access Services, 6(1-2), 48-58.
Paulhaus, D.L., 1991, Measurement and control of response bias, IN: Robinson, J.P., Shaver, P.R., Wrightsman, L.S. (Eds), Measures of personality and social psychological attitudes: Vol 1, San Diego CA, Academic Press.
Peacock, M., 2001, Match or mismatch? Learning styles and teaching styles in EFL, International Journal of Applied Linguistics, 11(1), 1-20.
Pell, G., 2005, Use and misuse of Likert scales, Medical Education, 39(9), 970.
Pelliccione, L., Raison, G., 2009, Promoting the scholarship of teaching through reflective e-portfolios in teacher education, Journal of Education for Teaching, 35(3), 271-281.
Pennel, H., West, A., 2005, The impact of increased fees on participation in Higher Education in England, Higher Education Quarterly, 59(2), 127-137.
Pennington, B., 1990, The genetics of dyslexia, Journal of Child Psychology and Psychiatry, 13(2), 193-201.
Pennington, B., 2006, From single to multiple deficit models of developmental disorders, Cognition, 101, 385-413.
Perkin, G., Croft, T., 2007, The dyslexic student and mathematics in higher education, Dyslexia 13(3), 193-210.
Peterson, R.L., Pennington, B.F., 2015, Developmental dyslexia, Annual Review of Clinical Psychology, 11, 283-307.
Pickering, S.J., 2012, Working memory in dyslexia, IN: Alloway, T.P., Gathercole, S.E. (eds), Working memory and neurodevelopmental disorders, Hove, Psychology Press.
Pico Educational Systems Ltd, 2011, QS Dyslexia Tests, Available online at: http://studyscan.com, accessed on: 14th June 2017.
Pino, M., Mortari, L., 2014, The inclusion of students with dyslexia in Higher Education: A systematic review using narrative synthesis, Dyslexia, 20, 346-369.
Pollak, D., 2005, Dyslexia, the self and higher education: Learning life histories of students identified as dyslexic, Stoke-on-Trent, Trentham Books.
Pollak, D.(Ed), 2009, Neurodiversity in higher education: positive responses to specific learning differences, Oxford, Wiley-Blackwell.
Pressley, M., McCormick, C., 1995, Cognition, Teaching and Assessment, New York, Harper Collins.
Pringle Morgan, W., 1896, A case of congenital word-blindness, British Medical Journal, 7(2), 1378.
Proctor, C.M., Mather, N., Stephens-Pisecco, T.L., Jaffe, L.E., 2017, Assessment of dyslexia, Communiqué, 46(3), 1/20-23.
Putwain, D., Sander, P., 2016, Does the confidence of first-year undergraduate students change of time according to achievement goal profile? Studies in Higher Education, 41(2), 381-398.
Putwain, D., Sander, P., Larkin, D., 2013, Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success, British Journal of Educational Psychology, 83(4), 633-650.
QAA, 2014, UK Quality Code for Higher Education Part A: Setting and Maintaining Standards; The Frameworks for Higher Education Qualifications of UK Degree-awarding Bodies, Gloucester, Qualifications and Assessment Authority.
Rack, J., 2017, Dyslexia: The phonological deficit hypothesis, IN: Fawcett, A., Nicholson, R., Dyslexia in Children, London, Routledge.
Ramus, F., 2004, Neurobiology of dyslexia: a reinterpretation of the data, Trends in Neuroscience, 27(12), 720-726.
Ramus, F., Marshall, C.R., Rosen, S., van der Lely, H.K., 2013, Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model, Brain, 136(2), 630-645.
Ramus, F., Pidgeon, E., Frith, U., 2003, The relationship between motor control and phonology in dyslexic children, Journal of Child Psychology and Psychiatry, 44(5), 712-722.
Ramus, F., Rosen, S., Dakin, S., Day, B.L., Castollote, J.M., White, S., Frith, U., 2003, Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults, Brain, 126(4), 841-865.
Ramus, F., Szenkovits, G., 2008, What phonological deficit? The Quarterly Journal of Experimental Psychology, 61(1), 129-141.
Rao, K., Eldin-Smith, P., Wailehua, C-U., 2015, Universal design for online courses: applying principles to pedagogy, Online Learning, 30(1), 35-52.
Rasinski, K.A., Visser, P.S., Zagatsky, M., Ricket, E.M., 2004, Using implicit goal priming to improve quality of self-report data, Journal of Experimental Social Psychology, 41(3), 321-327.
Rattray J., Jones, M.C., 2007, Essential elements of questionnaire design and development, Journal of Clinical Nursing, 16(2), 234-243.
Reay, D., Crozier, G., Clayton, J., 2010, 'Fitting in' or 'standing out': Working-class students in UK higher education, British Educational Research Journal, 36(1), 107-124.
Redfield, R.J., 2012, "Why do we have to learn this stuff?" - a new genetics for 21st century students, PLOS-Biology, 10(7), e100136.
Reid, G., 2016, Dyslexia and inclusion: Five signposts for inclusion, Education Consultants, Available at: http://www.drgavinreid.com/free-resources/dyslexia-and-inclusion/, accessed on 19 April 2019.
Reid, G., 2019, Dyslexia and inclusion: Classroom approaches for assessment, teaching and learning, (3rd edn), London, Routledge.
Reid, J.M., 1987, The learning style preferences of ESL students, TESOL Quarterly, 21(1), 87-111.
Reid, K., Flowers, P., Larkin, M., 2005, Exploring lived experience: An introduction to interpretative phenomenological interpretative analysis, The Psychologist, 18(1), 20-23.
Rello, L., Kanvinde, G., Baeza-Yates, R., 2012, Layout guidelines for web text and a web service to improve accessibility for dyslexics, Paper presented at the 2011 International Cross-Disciplinary Conference on Web Accessibility, Lyon, France.
Rice, M., Brooks, G., 2004, Developmental dyslexia in adults: a research review, London, National Research and Development Centre for Adult Literacy and Numeracy.
Richardson, J.T.E., 2009, The academic attainment of students with disabilities in UK Higher Education, Studies in Higher Education, 34(2), 123-137.
Richardson, J.T., Wydell, T.N., 2003, The representation and attainment of students with dyslexia in UK higher education, Reading and Writing, 16(5), 475-503.
Riddell, S., Weedon, E., 2006, What counts as a reasonable adjustment? Dyslexic students and the concept of fair assessment, International Studies in Sociology of Education, 16(1), 57-73.
Riddick, B., 2000, An examination of the relationship between labelling and stigmatization with special reference to dyslexia, Disability and Society, 15(4), 653-667.
Riddick, B., Sterling, C., Farmer, M., Morgan, S., 1999, Self-esteem and anxiety in the educational histories of adult dyslexic students, Dyslexia, 5(4), 227-248.
Riggs, M.L., Warka, J., Babasa, B., Betancourt, R., Hooker, S., 1994, Development and validation of self-efficacy and outcome expectancy scales for job-related applications, Educational and Psychological Measurement, 54(3), 793-801.
Riley-Huff, D.A., 2012, Web accessibility and universal design, Library Technology Reports, 48(7), 29-35.
Riley-Huff, D.A., 2015, Supporting web accessibility with HTML5 and accessible rich internet applications: Insights for libraries, IN: Wentz, B., Jaeger, P.T., Carlo Bertot, J., (Eds), Accessibility for Persons with Disabilities and the Inclusive Future of Libraries, Advances in Librarianship 40, 143-167.
Risdale, J., 2005, Dyslexia and self-esteem, IN: Turner, M., Rack, J., (Eds), The Study of Dyslexia, New York, Kluwer Academic Publishers.
Ritchie, S.J., Della Sala, S., McIntosh, R.D., 2011, Irlen colored overlays do not alleviate reading difficulties, Pediatrics, 128(4), e932-e938.
Ritter, L.A., Sue, V.M., 2007, Introduction to using online surveys, New Directions for Evaluation, 2007(115), 5-14.
Robson, C., 2000, Real World Research: A Resource for Social Scientists and Practitioner-Researchers, Oxford, Blackwell.
Rogers, C., 1959, A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework, IN: Kock, S., (Ed), Psychology: A study of science, volume 3: formulations of the person and the social context, New York, McGraw-Hill.
Rogers, H., Saflofske, D.H., 1985, Self-concepts, locus of control and performance expectations of learning disabled children, Journal of Learning Disabilities, 18(5), 273-278.
Rollins, A., Oslund, E.L., Wallace, K., Li, D., 2019, Statistical methods and reporting practices in the study of dyslexia, Dyslexia, 25(1), 103-112.
Rooney, R.A., Osipow, S.H., 1992, Task-specific occupational self-efficacy scale: the development and validation of a prototype, Journal of Vocational Behaviour, 40(1), 14-32.
Rose, D., Meyer, A., 1999, Universal design for learning, Journal of Special Education Technology, 15(1), 67-70.
Rose, D., Meyer, A., Strangman, N., Rappolt, G, 2002, Teaching every student in the digital age: Universal Design for Learning, Available at: https://www.bcpss.org/bbcswebdav/institution/Resources/Summer%20TIMS/Section%205/A%20Teaching%20Every%20Student%20in%20the%20Digital%20Age.pdf, Accessed on: 20th February 2017.
Rose, J., 2009, Identifying and teaching children and young people with dyslexia and literacy difficulties: An independent report, Nottingham, DCSF Publications.
Rosenberg, M., 1979, Conceiving the self, New York, Basic Books.
Roster, C.A., Lucianetti, L., Albaum, G., 2015, Exploring slider vs categorical response formats in web-based surveys, Journal of Research Practice, 11(1), 1-19.
Roth, A.V., Marucheck, A.S., Kemp, A., Trimble, D., 1994, The knowledge factory for accelerated learning practices, Planning Review, 22(3), 26-46.
Rotter, J., 1966, Generalized expectancies for internal versus external control of reinforcements, Psychological Monographs, 80 (Whole No. 609).
Rotter, J., 1990, Internal versus external control reinforcements: A case history of a variable, American Psychologist, 45(4), 489-493.
Rowntree, D., 1998, Learn How To Study, London, Warner.
Ryan, A.M., 2000, Peer groups as a context for the socialization of adolescents' motivation, engagement and achievement in school, Educational Psychologist, 35(2), 101-111.
Ryan, A.M., Shim, S.S., Lampkins-u Thando, S.A., Kiefer, S.M., Thompson, G.N., 2009, Do gender difference in help avoidance vary by ethnicity? An examination of African American and European American students during early adolescence, Developmental Psychology, 45(4), 1152-1163
Ryan, R.M., Deci, E.L., 2000, Self-determination theory and the facilitation of intrinsic motivation, social development and well-being, American Psychologist, 55, 68-78.
Ryder, D., Norwich, B., 2018, What’s in a name? Perspectives of dyslexia assessors working with students in the UK higher education sector, Dyslexia, 24(1), 109-124.
Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Demonet, J-F., Bricout, L., Billard, C., Nguyen-Morel, M-A., le Heuzey, M-F., Soares-Boucard, I., George, F., Ziegler, J.C., Ramus, F., 2016, Phonolgical skills, visual attention span, and visual stress in developmental dyslexia, Developmental Psychology, 52(10), 1503-1516.
Samson, A., 2014, Sources of self-efficacy during Marathon training: a qualitative longitudinal investigation, The Sport Psychologist, 28(2), 164-175.
Samuels, P., 2013, Promoting learning development as an academic discipline, Journal of Learning Development in Higher Education, 5.
Sanchez-Fernandez, J., Munoz-Leiva, F., Montoro-Rios, F.I., 2012, Improving retention rate and response quality in Web-based surveys, Computers in Human Behaviour, 28(2), 507-513.
Sander, P., 2004, Understanding the learning for more effective university teaching, Unpublished doctoral thesis, Cardiff Metropolitan University.
Sander, P., 2005a, Increasing student numbers: diminishing tutor insight? Psychology Learning and Teaching, 4(1), 15-21.
Sander, P., 2005b, Researching our student for more effective university teaching, Electronic Journal of Research in Educational Psychology, 5(3), 113-130.
Sander, P., 2006, Students' presentations: does the experience change their views?, Psychology Teaching Review, 11(1), 25-41.
Sander, P., 2009, Current developments in measuring academic behavioural confidence, Psychology Teaching Review, 15(1), 32-44.
Sander, P., de la Fuente Arias, J., Stevenson, K., Jones, T., 2011, A validation of the academic behavioural confidence scale with Spanish psychology students, Psychology Learning & Teaching, 10(1), 11-24.
Sander, P., Sanders, L., 2003, Measuring confidence in academic study: a summary report, Electronic Journal of Research in Educational Psychology and Psychopedagogy, 1(1), 1-17.
Sander, P., Sanders, L., 2006a, Understanding academic confidence, Psychology Teaching Review, 12(1), 23-29.
Sander, P., Sanders, L., 2006b, Rogue males: sex differences in psychology students, Electronic Journal of Research in Educational Psychology, 8(4), 85-108.
Sander, P., Sanders, L., 2007, Gender, psychology students and higher education, Psychology Learning & Teaching, 6(1), 33-36.
Sander, P., Sanders, L., 2009, Measuring academic behavioural confidence: the ABC scale revisited, Studies in Higher Education, 34(1), 19-35.
Sander, P., Sanders, L., Stevenson, K., 2002, Engaging the learner: Reflections on the use of student presentations, Psychology Teaching Review, 10(1), 76-89.
Sander, P., Stevenson, K., King, M., Coates, D., 2000, University students' expectations of teaching, Studies in Higher Education, 25(3), 309-323.
Sander, P., Putwaion, D., de la Fuente, J., 2014, Using structural equation modelling to understand predictors of undergraduate students’ academic performance, Theory and Method in Higher Education Research, 9, 219-241.
Sanders, L., Daly, A.P., Fitzgerald, K., 2016, Predicting retention, understanding attrition: A prospective study of foundation year students, Widening Participation and Lifelong Learning, 18(2), 50-83.
Sanders, L., Mair, C., James, R., 2016, Using psychometrics to identify traditionally-aged and mature students at risk of non-completion, Forum for Access & Continuing Education, Cardiff Metropolitan University Report, 1-17.
Sanders, L., Sander, P., 2007, Academic Behavioural Confidence: A comparison of medical and psychology students, Electronic Journal of Research in Educational Psychology, 15(3), 1696-2095.
Sanders, L., Sander, P., Mercer, J., 2009, Rogue males? Approaches to study and academic performance of male psychology students, Psychology Teaching Review, 15(1), 3-17.
Sanderson, A., 2000, Reflections on StudyScan, Dyslexia, 6, 284-290.
Santoro, M.D., 2000, Success breeds success: the linkage between relationship intensity and tangible outcomes in industry-university collaborative ventures, The Journal of High Technology Management Research, 11(2), 255-273.
Sax, L.J., Arms, E., 2008, Gender differences over the span of college: challenges to achieving equity, NASPA Journal About Women in Higher Education, 1(1), 25-50.
Sax, L.J., Harper, C.E., 2007, Origins of the gender gap: Pre-college and college influences on differences between men and women, Research in Higher Education, 48(6), 669-694.
Schafer, T., Schwarz, M.A., 2019, The meaningfulness of effect sizes in psychological research: differences between sub-disciplines and the impact of potential biases, Frontiers in Psychology, 10, https://doi.org/10.3389/fpsyg.2019.00813.
Schmidt, C.P., Zdzinzki, S.F., Ballard, D.L., 2006, Motivation orientations, academic achievement, and career goals of undergraduate music education majors, Journal of Research in Music Education, 54(2), 138-153.
Schmitt, N., 1996, Uses and abuses of Coefficient Alpha, Psychological Assessment, 8(4), 350-353.
Schneps, M.H., Rose, L.T., Fischer, K.W., 2007, Visual learning and the brain: Implications for dyslexia, Mind, Brain and Education, 1(3), 128-139.
Scholz, U., Dona, B.G., Shonali, S., Swhwarzer, R., 2002, Is general self-efficacy a universal construct? Psychometric findings from 25 countries, European Journal of Psychological Assessment, 18(3), 242-251.
Schuettler, D., Kiviniemi, M.T., 2006, "Does how I feel about it matter?" The role of affect in cognitive and behavioural reactions to an illness diagnosis, Journal of Applied Social Psychology, 36(11), 2599-2618.
Schunk, D.H., 1989, Self-efficacy and cognitive skill learning, IN: Ames, C., Ames, R., (Eds), Research on motivation in education: Vol 3, Goals and cognitions, San Diego CA, Academic Press.
Schunk, D.H., 1991, Self-efficacy and academic motivation, Educational Psychologist, 26(3-4), 207-231.
Schunk, D.H., Gunn, T.E., Selff-efficacy and skill development: influence of task strategies and attributions, Journal of Educational Research, 79(4), 238-244.
Schunk, D.H., Hanson, A.R., Cos, P.D., Peer-model attributes and children's achievement behaviours, Journal of Educational Psychology, 79(1), 54-61.
Schunk, D.H., Pajares, F., 2009, Self-efficacy theory, IN: Wentzel, K.R., Miele, D.B., (Eds), Handbook of Motivation at School, New York, Routledge.
Schwartz, K.D., Fouts, G.T., 2003, Music preferences, personality style, and developmental issues of adolescents, Journal of Youth and Adolescence, 32(3), 205-213.
Schwartz, S.E.O., Kanchewa, S.S., Rhodes, J.E., Gowdy, G., Stark, A.M., Horn, J.P., Parnes, McK., Spencer, R., 2018, "I'm having a little struggle with this, can you help me out?": Examining impacts and processes of a social capital intervention for first-generation college students, American Journal of Community Psychology, 61, 166-178.
Schwarz, N., 1989, Feelings as Information: informational and motivational functions of affective states, IN: Higgins, E.T., Sorrentino, R.M., (Eds), Handbook of Motivation and Cognition - Foundations of Social Behavior, Volume 2, New York, Guilford Press.
Schwarz, N., Clore, G.L., 1988, How do I feel about it? Informative functions of affective states, In: Fielder, K., Forgas, J., (Eds) Affect, cognition and social behaviour, Toronto, Hogrefe.
Schwarzer, R., Jerusalem, M., 2010, The general self-efficacy scale (GSE), Anxiety, Stress and Coping, 12(#), 329-345.
Schwarzer, R., Jerusalem, M., The General Self-Efficacy Scale, IN: Weinmann, J., Wright, S., Johnston, M., Measures in health psychology: A user's portfolio, causal and control beliefs, UK, NFER-Nelson.
Science Council, 2017, About Science, available at: /http://sciencecouncil.org/about-science/our-definition-of-science/, accessed on 27th December 2017.
Seale, J., Draffen, E.A., Wald, M., 2010, Digital agility and digital decision-making: conceptualising digital inclusing in the context of disabled learners in higher education, Studies in Higher Education, 35(4), 445-461.
Seale, J., Walk, M., Draffan, E., 2008, Exploring the technology experiences of disabled learners in higher education: challenges for the use and development of participatory research methods. Journal of Assistive Technologies, 2(3), 4-15.
Secomb, J., 2008, A systematic review of peer teaching and learning in clinical education, Journal of Clinical Nursing, 17(6)., 703-716.
Seigel, H., 2006, Epistemological diversity and education resewarch: Much ado about nothing much? Education Researcher, 35(2), 3-12.
Sen, A., 1993, Capability and Well-being, IN: Nussbaum, M., Sen, A., The Quality of Life, Oxford, Clarendon Press.
Serniclaes, W., van Heghe, S., Mousty, P., Carre, R., Sprenger-Charolles, L., 2004, Allopohonic mode of speech perception in dyslexia, Journal of Experimental Child Psychology, 87(4), 336-361.
Shaukat, A., Bashir, M., 2015, University students' academic confidence: Comparison between social sciences and natural science disciplines, Journal of Elementary Education, 25(2), 113-123.
Shaw, S.C.K., Anderson, J.L., 2018, The experiences of medical students with dyslexia: An interpretative phenomenological study, Dyslexia 24(3), 220-233.
Shaywitz, S.E., Fletcher, J.M., Holahan, J.M., Schneider, A.E., Marchione, K.E., Stuebing, K.K., Francis, D.J., Pugh, K.R., Shaywitz, B.A., 1999, Persistence of dyslexia: The Connecticut longitudinal study at adolescence, Paediatrics, 104(6), 1351-1359.
Shaywitz, S.E., Shaywitz, B.A., 2005, Dyslexia (Specific Reading Disability), Biological Psychiatry, 57(11), 1301-1309.
Shell, D.F., Murphy, C.C., Bruning, R.H., 1989, Self-efficacy and outcome expectancy mechanisms in reading and writing achievement, Journal of Educational Psychology, 81(1), 91-100.
Shields, C.A., Brawley, L.R., 2006, Preferring proxy-agency: impact on self-efficacy for exercise, Journal of Health Psychology, 11(6), 904-914.
Shifrer, D., 2013, Stigma of a label: educational expectations for high school students labelled with learning disabilities, Journal of Health and Social Behaviour, 54(4), 462-480.
Shifrer, D., Callahan, R.M., Muller, C., 2013, Equity or marginalization? The high school course-taking of students labelled with a learning disability, American Educational Research Journal, 50(4), 656-682.
Shook, J., 2002, Dewey and Quine on the Logic of What There Is, IN: Burke, F.T., Hester, D.M., Talisse, R.B., (Eds), Dewey's Logical Theory: New Studies and Interpretations, Nashville, Vanderbilt University Press.
Shovman, M.M., Ahisser, M., 2006, Isolating the impact of visual perception on dyslexics' reading ability, Vision Research, 46(20), 3514-3525.
Siemens, G., 2005, Connectivism: a learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2(1), 1-8.
Simons, L., Athlean, J., Burgess, A., Herbert, L., Gibson, C., 2007, A socially inclusive approach to user participation in higher education, Journal of Advanced Nursing, 58(3), 246-255.
Simpson, O., 2005, The costs and benefits of student retention for students, institutions and governments, Studies in Learning, Evaluation, Innovation and Development, 2(3), 34-43.
Sinden, L.M., 1999, Music performance anxiety: contributions of perfectionism, coping style, self-efficacy and self-esteem, ProQuest Information & Learning Skinner, B.F., 1950, Are theories of learning necessary? Psychological Review, 57, 193-216.
Singleton, C., Horne, J., Simmons, F., 2009, Computerized screening for dyslexia in adults, Journal of Research in Reading, 32(1), 137-152.
Singleton, C., Horne, J.K., Thomas, K., 2002, Lucid Adult Dyslexia Screening, Beverley, Lucid Innovations Ltd.
Singleton, C., Trotter, S., 2005, Visual stress in adults with and without dyslexia, Journal of Research in Reading, 28(3), 365-378.
Singleton, C.H., 1999, Dyslexia in Higher Education: Provision and practice, Report of the National Working Party on Dyslexia in Higher Education, Hull (University of Hull), HEFCE
Singleton, C.H., Aisbitt, J., 2001, A follow-up of the national working party survey of dyslexia provision in UK universities, In: Proceedings of the 5th British Dyslexia Association International Conference, University of York.
Singson, M., Mahoney, D., Mann, V., 2000, The relation between reading ability and morphological skills. Evidence from derivational suffixes, Reading and Writing, 12(3), 219-252.
Skaalvik, E.M., Skaalvik, S., 2002, Internal and external frames of reference for academic self-concept, Educational Psychologist, 37(4), 233-244.
Skinner, B.F., 1953, Science and human behaviour, New York, The Free Press.
Smailes, J., Gannon-Leary, P., 2011, Peer-mentoring in assisting retention – is a virtual form of support a viable alternative? ALT Journal: Research in Learning Technology, 19(2), 129-142.
Smith, G.T., 2005, On construct validity: issues of method and measurement, Psychological Assessment, 17(4), 396-408.
Smith, I., 2003, Homework and coaching, IN: Reeves, J.P., Watanabe, R., Maclean, R., Power, C.N., Baker, R., Gopinathan, S., Ho, W.K., Yin, CC., Tuijnman, A.C., (eds), International Handbook of Educational Research in the Asia-Pacific Region, Spinger, Dordrecht.
Smith, J., 2002, Learning styles: fashion fad or lever for change? The application of learning styles theory to inclusive curriculum delivery, Innovations in Education and Teaching International, 39(1), 63-70.
Smith, J.A., Flowers, P., Larkin, M., 2009, Interpretative Phenomenological Analysis: theory, method and research, Los Angeles, Sage.
Smith, M.S., 2000, Redefining success in mathematics teaching and learning, Mathematics Teaching in the Middle School, 5(6), 378-386.
Smith, P.A., Hoy, W.K., 2007, Academic optimism and student achievement in urban elementary schools, Journal of Educational Administration, 45(5), 556-568.
Smythe, I., 2011, Dyslexia, British Journal of Hospital Medicine, 72(1), 39-42.
Snowling, M., 1998, Dyslexia as a phonological deficit: evidence and implications, Child Psychology and Psychiatry Review, 3(1), 4-11.
Snowling, M., 2002, Dyslexia (2nd edn), Oxford, Blackwell.
Snowling, M.J., 2012, Changing concepts of dyslexia: nature, treatment and comorbidity, The Journal of Child Psychology and Psychiatry, 53(9), e1-e3.
Snowling, M.J., Dawes, P., Nash, H., Hulme, C., 2012, Validity of a protocol for adult self-report of dyslexia and related difficulties, Dyslexia, 18, 1-15.
Snowling, M.J., Muter, V., Carroll, J., 2007, Children at family risk of dyslexia: a follow-up in early adolescence, Journal of Child Psychology and Psychiatry, 48(6), 609-618.
Son, V., Jackson, B., Grove, J.R., Feltz, D.L., 2011, "I am" versus "we are": Effects of distinctive varients of self-talk on efficacy beliefs and motor performance, Journal of Sports Sciences, 29(13), 1417-1424.
Soriano-Ferrer, M., Echegaray-Bengoa, J.A., 2014, A scale of knowledge and beliefs about developmental dyslexia: scale development and validation, Procedia-Social and Behavioral Sciences, 132, 203-208.
Spanoudis, G.C., Papadopouos, T.C., Spyrou, S., 2019, Specific language impairment and readining disability: categorical distinction or continuum? Journal of Learning Disabilities, 52(1), 2-19.
Spector, J.M., 2014, Conceptualizing the emerging field of smart learning environments, Smart Learning Environments, 1(2), 1-10.
Stajkovic, A.D., Luthans, F., 1998, Social cognitive theory and self-efficacy: going beyond traditional motivational and behavioural approaches, Organizational Dynamics, 26(4), 62-74.
Stampoltzis, A., Tsitsou, E., Plesti, H., Kalouri, R., 2017, Personal, educational and psychological characteristics of university students with dyslexia and matched controls: A pilot study, Innovative Practice in Higher Education, 3(1), 91-106.
Stankov, L., Lee, J., Hogan, D.J., 2012, Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22, 747-758.
Stanovich, K.E., 1986, Cognitive processes and the reading problems of learning disabled children: evaluating the assumption of specificity, IN: Togesen, J.K., Wong, B.Y.L., (eds), Psychological and educational perspectives on learning disabilities, San Diego CA, Academic Press.
Stanovich, K.E., 1988, Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model, Journal of Learning Disabilities, 21, 590-612.
Stanovich, K.E., 1989, Has the learning disabilities field lost its intelligence? Journal of Learning Disabilities, 22, 487-492.
Stanovich, K.E., 1991, Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quarterly, 26, 7-29.
Stanovich, K.E., 1993, Dysrationalia: a new specific learning disability, Journal of Learning Disabilities, 26, 501-515.
Stanovich, K.E., 1994, Does dyslexia exist? Journal of Child Psychology and Psychiatry, 55(4), 579-595.
Stanovich, K.E., 1996, Towards a more inclusive definition of dyslexia, Dyslexia, 2, 154-166.
Stanovich, K.E., 1999, The psychosociometrics of learning disabilities, Journal of Learning Disabilities, 32, 350-361.
Stanovich, K.E., 2000, Progress in understanding reading, New York, Guilford Press.
Stanovich, K.E., 2005, The future of a mistake: Will discrepancy measurement continue to make the learning disabilities field a pseudoscience? Learning Disability Quarterly, 28(2), 103-106.
Stein, J., Walsh., V., 1997, To see but not to read: the magnocellular theory of dyslexia, Trends in neuroscience, 20(4), 147-152.
Stephenson, J., 1998, The concept of capability and its importance in Higher Education, IN: Stephenson, J., Yorke, M., Capability and Quality in Higher Education, London, Kogan Page.
Stone, C.A., May, A.L., 2002, The accuracy of academic self-evaluation in adolescents with learning disabilities, Journal of Learning Disabilities, 35(4), 370-383.
Streiner, D.L., 2003, Starting at the beginning: An introduction to coefficient alpha and internal consistency, Journal of Personality Assessment, 80(1), 99-103.
Subramaniam, N., Freudenberg, B., 2007, Preparing accounting students for success in the professional environment: enhancing self-efficacy through a work integrated learning programme, Asia-Pacific Journal of Cooperative Education, 8(1), 77-92.
Sudman, S., Bradburn, N.M., 1982, Asking Questions: A practical guide to questionnaire design, San Francisco, Jossey-Bass.
Sullivan, G.M., Feinn, R., 2012, Using effect size - or why the P value is not enough, Journal of Graduate Medical Education, 4(3), 279-282.
Sumner, E., Connelly, V., Barnett, A.L., 2013, Children with dyslexia are slow readers because they pause more often and not because they are slow at handwriting execution, Reading & Writing, 26(6), 991-1008.
Survey Planet LLC, 2016, SurveyPlanet, Available at: https://surveyplanet.com, Accessed on: 17th February 2016.
SurveyLegend, 2016, SurveyLegend, Available at: https://www.surveylegend.com, Accessed on: 15th February 2016.
SurveyMonkey Europe UC, 2016, SurveyMonkey, Available at: https://www.surveymonkey.co.uk, Accessed on: 17th February 2016.
Svensson, I., Lundberg, I., Jacobson, C., 2003, The nature of reading difficulties among inmates in juvenile institutions, Reading and Writing, 16(7), 667-691.
Swagerman, S.C., van Bergen, E., Dolan, C., de Geus, E.J.C., Koenis, M.M.G., Pol, H.E.H., Moomsma, D.I., 2017, Genetic transmission of reading ability, Brain & Language, 172(1), 3-8.
Swanson, H.L., 1989, Instruction derived from the strategy deficit model: Overview of principles and procedures, Learning Disability Quarterly, 12(1), 3-14
Sweller, J., 1988, Cognitive load during problem-solving: Effects on learning, Cognitive Science, 12(2), 257-285.
Tabachnick, B.G., Fidell, L.S., 2007, Factor analysis and related methods, Hillsdale NJ, Lawrence Erbaum Associates.
Tajfel, H., 1982, Social psychology of intergroup relations, Annual Review of Psychology, 33(1), 1-39.
Tajfel, H., Turner, J.C., 1979, An integrative theory of intergroup conflict, IN: Hogg, M.A., Abrams, D., (eds), 2001, The Social Psychology of Intergroup Relations, New York, Psychology Press.
Takashaki, A., Takahashi, H., 2015, Anxiety and self-confidence in Ancient Language Studies, Niigata University Speech Culture Research, 1-18.
Tallal, P., 1980, Auditory temporal perception, phonics, and reading disabilities in children, Brain & Language, 9(2), 182-198.
Tamboer, P., Voorst, H.C.M., 2015, A new self-report inventory of dyslexia for students: criterion and construct validity, Dyslexia, 21(1), 1-34.
Tamboer, P., Voorst, H.C.M., de Jong, P.F., 2017, Six factors of adult dyslexia assessed by cognitive tests and self-report questions: very high predictive validity, Research in Developmental Disabilities, 71, 143-168.
Tamboer, P., Vorst, H.C.M., Oort, F.J., 2014, Identifying dyslexia in adults: An interative method using the predictive value of item scores and self-report questions, Annals of Dyslexia, 64(1), 34-56.
Tamboer, P., Vorst, H.C.M., Oort, F.J., 2016, Five describing factors of dyslexia, Journal of Learning Disabilities, 49(5), 466-483.
Tanner, K., 2009, Adult dyslexia and the 'conundrum of failure', Disability & Society, 24(6), 785-797.
Tariq, V., Cochrane, A.C., 2003, Reflections on key skills: implementing change in a traditional university, Journal of Educational Policy, 18(5), 481-498.
Tavakol, M., Dennick, R., 2011, Making sense of Cronbach's alpha, International Journal of Medical Education, 2, 53-55.
Taylor, J., House, B., 2010, An exploration of identity, motivations and concerns of non-traditional students at different stages of higher education, Psychology Teaching Review, 16(1), 46-57.
Taylor, M.J., Duffy, S., England, D., 2009, Teaching students with dyslexia in higher education, Education and Training, 51(2), 139-149.
Teare, P., 2001, Thoughts on the current state of computerized screening assessment, Dyslexia, 7, 53-55.
Tella, A., 2007, The impact of motivation on students’ academic achievement and learning outcomes in mathematics among secondary school students in Nigeria, Eurasia Journal of Mathematics, Science & Technology, 3(2), 149-156.
Temple, E., Poldrack, R.A., Salidis, J., Deutsch, G.K., Tallal, P., Merzenich, M.M., Gabrielli, J.D.E., 2001, Disrupted neural responses to phonological and orthographic processimg in dyslexic children: an fMRI study, NeuroReport, 12(2), 299-307.
Temple, E., Deutsch, G.K., Poldrack, R.A., Miller, S.L., Tallal, P., Merzenich, M.M., Gabrielli, J.D., 2003, Neural deficits in children with dyslexia ameliorated by behavioural remediation evidence from functional MRI, Proceedings of the National Academy of Sciences, 100(5), 2860-2865.
Terras, M.M., Thompson, L.C., Minnis, H., 2009, Dyslexia and psycho-social functioning: An exploratory study of the role of self-esteem and understanding, Dyslexia, 15(4), 304-327.
Terzi, L., 2005, Beyond the dilemma of difference: the capability approach to disability and special educational needs, Journal of Philosophy of Education, 39(3), 443-459.
Texthelp Ltd., 2015, Texthelp, Available at: https://www.texthelp.com/en-gb/default.aspx, Accessed on: 25th February 2017.
Thalheimer, W., Cook, S., 2002, How to calculate effect sizes from published research: A simplified methodology, Work-Learning Research, Available at: https://www.work-learning.com, Accessed on 5th May 2018.
Thompson, C., Bacon, A., Auburn, T., 2015, Dyslexic identities in online forum postings, Disability and Society, 30(9), 1328-1344.
Thomson, M.E., 1999, Subtypes of dyslexia: a teaching artefact? Dyslexia, 5(3), 127-137.
Thuen, E., Bru, E., 2000, Learning environment, meaningfulness of schoolwork and on-task-orientation among Norwegian 9th grade students, School Psychology International, 21(4), 393-413.
Tops, W., Callens, M., Lammertyn, J., Hees, V., Brysbaert, M., 2012, Identifying students with dyslexia in higher education, Annals of Dyslexia, 62(3), 186-203
Trammell, J., 2009, Postsecondary students and disability stigma: development of the postsecondary student survey of disability-related stigma (PSSDS), Journal of Postsecondary Education & Disability, 22(2), 106-116
Travers, C.J., Morisano, D., Locke, E.A., 2013, Growth goals and academic achievement, Unpublished paper, Loughborough University.
Trecy, M.P., Steve, M., Martine, P., 2013, Impaired short-term memory for order in adults with dyslexia, Research in Developmental Disabilities, 34(7), 2211-2223.
Treiblmaier, H., Filzmoser, P., 2011, Benefits from using continuous rating scales in online survey research, Institut f. Statistik u. Wahrscheinlichkeitstheorie, Vienna.
Trigwell, K., 2010, Judging university teaching, International Journal for Academic Development, 6(1), 65-73.
Tschannen-Moran, M., Barr, M., 2004, Forstering student learning: The relationship of collective teacher efficacy and student achievement, Leadership and Policy in Schools, 3(3), 189-209.
Tschannen-Moran, M., Wollfolk Hoy, A.E., 2002, The influence of resources and support on teachers' efficacy beliefs. Conference paper presented at the annual meeting of the Amercian Educational Research Association, New Orleans.
Tsovili, R.D., 2004, The relationship between language teachers' attitudes and the state-trait anxiety of adolescents with dyslexia, Journal of Research in Reading, 27(1), 69-86.
Tuan, L.T., 2011, Matching and stretching learners' learning styles, Journal of Language Teaching and Research, 2(2), 285-294.
Tunmer, W.E., Chapman, J.W., 1996, A developmental model of dyslexia: Can the construct be saved? Dyslexia, 2(3), 179-189.
Tunmer, W.E., Greaney, K., 2010, Defining dyslexia, Journal of Learning Disabilities, 43(3), 229-243.
Typeform S.L., 2016, Typeform, Available at: https://www.typeform.com
​
References U-Z
​
UCAS, 2017, UK application rates by the January deadline (2017 cycle), UCAS Analysis and Research, UCAS.
Uccula, A., Enna, M., Mulatti, C., 2014, Colors, colored overlays and reading skills, Frontiers in Psychology, 5, 833, available at: https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00833/full, accessed on: 14th June 2018.
Uitto, A., 2014, Interest, attitudes and self-efficacy beliefs explaining upper-secondary school students' orientation towards biology-related careers, International Journal of Science and Mathematics, 12, 1425-1444.
Unachukwu, G.O., Emenike, C.B., 2016, Online social network usage and influence on secondary school students in Anambra State, Nigeria - Implications for school administrators. International Educational Scientific Research Journal, 2(8), 10-12.
Undheim, A.M., 2009, A thirteen-year follow-up study of young Norwegian adults with dyslexia in childhood: reading development and educational skills, Dyslexia, 15(4), 291-303.
UNESCO, 2017, In Pursuit of Smart Learning Environments for the 21st Century, Available at: http://unesdoc.unesco.org/images/0025/002523/252335e.pdf, Accessed on: 14th June 2018.
Upton, D., Adams, S., 2005, Individual differences in online learning, Psychology Learning and Teaching, 5(2), 141-145.
Usher, E.L., Pajares, F., 2006, Sources of academic and self-regulatory efficacy beliefs of entering middle school students, Contemporary Educational Psychology, 31(2), 125-141.
Usher, E.L., Pajares, F., 2008, Sources of self-efficacy in schools: critical review of the literature and future directions, Review of Educational Research, 78(4), 751-796.
Valas, H., 1999, Students with learning disabilities and low-achieving students: peer acceptance, loneliness, self-esteem and depression, Social Psychology of Education, 3, 173-192.
Van Mieghem, A., Verschueren, K., Petry, K. and Struyf, E., 2020. An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689.
Velicer, W.F., 1976, Determining the number of factors from the matrix of partial correlations, Psychometrika, 41(3), 321-327.
Velicer, W.F., Eaton, C.A., Fava, J.L., 2000, Construct explication through factor or component analysis: A review and evaluation of alternative procedures for determining the number of factors or components, IN: Goffen, R.D., Helmes, E., (Eds), Problems and Solutions in Human Assessment, Springer, Boston, MA.
Vellutino, F.R., Fletcher, J.M., Snowling, M.J., Scanlon, D.M., 2004, Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.
Vellutino, F.R., Scanlon, D.M., Sipay, E., Small, S., Pratt, A., Chen, R., Denckla, M., 1996, Cognitive profiles of difficult to remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability,, Journal of Educational Psychology, 88(4), 601-638.
Vellutino, F.R., Scanlon, D.M., Tanzman, M.S., 1991, Bridging the gap between cognitive and neuro-psychological conceptualizations of reading disability, Learning and Individual Differences, 3, 181-203.
Vignoles, A., Murray, N., 2016, Widening participation in Higher Education, Education Sciences, 6(2), 13-15.
Vila, P.M., Townsend, M.E., Bhatt, N.K., 2016, The P-value outcome in Otolaryngology: Shifting to effect sizes and confidence intervals, Otolaryngology - Head and Neck Surgery, 156(6), 978-980.
Vinegrad, M., 1994, A revised dyslexia checklist, Educare, 48(3), 21-23.
Virtanen, P., Nevgi, A., 2010, Disciplinary and gender differences among higher education students in self-regulated learning strategies, Educational Psychology, 30(3), 323-347.
W3C WAI, 2016, Selecting web accessibility evaluation tools, Available at: https://www.w3.org/WAI/test-evaluate/, Accessed on: throughout March 2016.
w3schools.com, 2016, Browser Statistics, Available at: https://www.w3schools.com/BROWSERS/default.asp, Accessed on: throughout March 2016.
Wadlington, E.M., Wadlington, P.L., 2005, What educators really believe about dyslexia, Reading Improvement, 42(1), 16-33.
Wagner, R.K., Torgesen, J.K., 1987, The nature of phonological processing and its causal role in the acquisition of reading skills, Psychological Bulletin, 101(2), 192-212.
Wagner, R.K., Torgesen, J.K., Rashotte, C.A., 1994, Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study, Developmental Psychology, 30(1), 73-97
Walker, G., 2013, A cognitive approach to threshold concepts, Higher Education, 65(2), 247-263.
Warmington, M., Stothard, S.E., Snowling, M.J., 2013, Assessing dyslexia in higher education: the York adult assessment battery revisited, Journal of Research in Special Educational Needs, 13(1), 48-56.
Warnock, M., 2005, Special educational needs: A new look, Impact (Journal of the Philosophy of Education Society of Great Britain), 11.
Washburn, E.K., Joshi, R.M., Binks-Cantrell, E.S., 2011, Teacher knowledge of basic language concepts and dyslexia, Dyslexia, 17(2), 165-183.
Watson, J.B., 1913, Psychology as the behaviourist views it, Psychology Review, 20, 158-177.
Weaver, T., 1982, Notes on Education for Capability, Higher Education Review, 14(3), 65.
Weijters, B., Cabooter, E., Schillewaert, N., 2010, The effect of rating scale format on response styles: the number of response categories and response category labels, International Journal of Research in Marketing, 27, 236-247.
Weijters, B., Schollewaert, N., Geuens, M., 2004, Measurement bias due to response styles: a structural equation model assessing the effect of modes of data-collection, Vlerick Leuven Gent Working Paper Series 2004/20, Autonomous Management School of Ghent University.
Weschler, D., 1974, Weschler intelligence scale for children – revised, Psychological Corporation, New York.
Wesson, C.J., Derrer-Randall, N.M., 2011, Self-beliefs and student goal achievement, Psychology Teacing Review, 17(1), 3-12.
Weston, D., Rosenthall, R., 2003, Quantifying construct validity: Two simple measures, Journal of Personality and Social Psychology, 84(3), 608-618.
White, D.W., 2006, The influence of collaborative videotape assessment processes on preservice technology education teachers' confidence, lesson plan preparation and teaching experiences, Unpublished doctoral thesis, University of Ohio.
Widgix, 2016, Surveygizmo, Available at: https://www.surveygizmo.com, Accessed on 5th February, 2016.
Wiggins, G., McTighe, J., 2008, Put understanding first, Educational Leadership, 65(8), 36-41.
Wilkins, A., 1995, Oxford psychology series No. 24: Visual stress, New York, Oxford University Press.
Willetts, D., 2014, Written statement to Parliament: Higher education: student support: changes to Disabled Students' Allowances (DSA), HM Government Department for Business, Innovation & Skills, Available at: https://www.gov.uk/government/speeches/higher-education-student-support-changes-to-disabled-students-allowances-dsa, Accessed on: 12th October 2016.
Williams, D.M., 2010, Outcome expectancy and self-efficacy: theoretical implications of an unresolved contradiction, Personality and Social Psychology Review, 14(4), 417-425.
Williams, W.M., Ceci, S.J., 1999, Accommodating learning disabilities can bestow unfair advantages, Chronicle of Higher Education, 45(48).
Willis, W.A., 2010, Background characteristics and academic factors associated with the Academic Behavioural Confidence of international graduate students in Ohio's public institutions, Research Paper, Kent State University.
Willow, D.M., Terepocki, M., 1993, The relation of reversal errors to reading disabilities, IN: Willows, D.M., Kruk, R.S., Corcos, E., Visual Processes in Reading and Reading Disabilities, New York, Routledge, 31-56
Wilson, F., Kickul, J., Marlino, D., 2007, Gender, entrepreneurial self-efficacy and entrepreneurial career intentions: Implications for Entrepreneurship education, Entrepreneurship theory and practice, 31(3), 387-406.
Wilson, J., 1996, Reflective practice: a guide, Accident and Emergency Nursing, 4(3), 135-138.
Wilson, K., Lizzio, A., 2008, A 'just in time intervention' to support the academic efficacy of at-risk first-year students, Paper presented at the 11th Pacific Rim First Year in Higher Education Conference, Hobart, Tasmania.
Wimmer, H., Mayringer, H., Raberger, T., 1999, Reading and dual-task balancing: evidence against the automatization deficit explanation of developmental dyslexia, Journal of Learning Disabilities, 32(5), 473-478.
Witton, C., Talcott, J.B., 2018, Auditory processing in developmental dyslexia: some considerations and challenges, IN: Lachmann, T., Weiss, T., (eds), Reading and Dyslexia: From basic functions to higher order cognition, Cham Switzerland, Springer, 129-140.
Wood, R., Bandura, A., 1989, Social cognitive theory of organizational management, Academy of Management Review, 14(3), 361-384.
Woodall, T., Hiller, A., Resnick, S., 2014, Making sense of higher education: students as consumers and the value of the university experience, Studies in Higher Education, 39(1), 48-67.
Xerte Community, 2015, Xerte Online Toolkits, Available at: https://www.xerte.org.uk/index.php?lang=en, accessed on: 24th August 2018.
Zacherman, A., Foubert, J., 2014, The relationship between engagement in co-curricular activities and academic performance: exploring gender differences, Journal of Student Affairs, Research and Practice, 51(2), 157-169.
Zagorska, A., Guszkowska, M., 2014, A program to support self-efficacy among athletes, Scandinavian Journal of Medicine & Science in Sports, 24(3), e121-e128.
Zapier Inc., 2016, SurveyNuts, Available at: https://www.surveynuts.com/en, Accessed on: 17th February 2016.
Zdzienski, D., 1998, Dyslexia in Higher Education: An exploratory study of learning support, screening and diagnostic assessment, Unpublished doctoral thesis, University of Leicester.
Zhang, D., 2009, The application of blog in English writing, Journal of Cambridge Studies, 4(1), 64-72.
Zhou, M., 2011, Learning styles and teaching styles in college English teaching, International Education Studies, 4(1), 73-77.
Zimmerman, B.J., 1989, A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B.J., 1990, Self-regulating academic learning and achievement: the emergence of a social cognitive perspective, Educational Psychology Review, 2(2), 173-201.
Zimmerman, B.J., 1995, Self-efficacy and educational development, IN: Bandura, A., Self-efficacy in changing societies, Cambridge, Cambridge University Press.
Zimmerman, B.J., 2000, Self-efficacy: an essential motive to learn, Contemporary educational psychology, 25(1), 82-91.
Zimmerman, B.J., Schunk, D.H, 2011, Handbook of self-regulation of learning and performance, Routledge, New York.
Zwick, W.R., Velicer, W.F., 1986, Comparison of five rules for determining the number of components to retain, Psychological Bulletin, 99(3), 432-442.
Zoho Corp., 2016, Zoho Survey, Available at: https://zoho.com/survey/, Accessed on: 19th February 2016.
​
8.1 The Research Questionnaire
​
The project’s research questionnaire was only available electronically. The questionnaire was constructed as a web-based electronic form using Adobe Dreamweaver web-authoring software. Once complete and tested, the questionnaire was hosted on the project webpages where it remains available for inspection [At: http://www.ad1281.uk/researchQNR.html]. Students who responded to the Invitations to Participate, either directly through the link e-mailed to them by the University’s Dyslexia and Disability Service, or from the publicity notice published on the University’s student-facing intranet, were taken to the opening page of the questionnaire suite of pages. Explaining briefly the context of the research, this opening page also provided access to the Participant Information Statement and the Participant Informed Consent Statement. Participants were required to acknowledge that they had viewed both of these documents in order to gain access to the research questionnaire.
I Preliminary information
Research participant Information Statement
​
-
You are being invited to participate in a research study but before you decide to take part, it is important for you to understand why the research is being conducted and what it will involve. Take your time to read the following information carefully and discuss it with others if you wish. Please contact the researcher or the researcher's supervisor if there is anything that is not clear or if you would like more information.
-
If you decide to take part after reading this information sheet, you will next be asked to give your consent to the data that you provide being used in the research and following that you can access the research questionnaire.
-
The research questionnaire is asking about your attitudes towards your learning and your confidence in approaches to studying at university. Your answers will be providing valuable data for the research which is broadly exploring the relationships between academic agency amongst university students and how this is affected by learning differences such as dyslexia or other learning challenges.
-
All data that you provide is collected anonymously, you are not asked to identify yourself or provide any contact details and so everything that you report in the questionnaire cannot be attributed back to you as a named person at any time.
-
Participation in the research is entirely voluntary and if you decide to take part you can withdraw at any time without providing a reason. Even after you have completed the research questionnaire and sent it, you will still be able to anonymously request that the data you have provided should be removed and erased.
-
The research questionnaire comprises a number of question item statements which invite you to judge your level of concurrence (agreement) with them using a Likert-style responder. You should be able to complete the complete questionnaire in about 15-20 minutes. The data that it provides will form part of the analysis to inform the discussion section of the research study, which will conclude with a thesis to be submitted as part of this PhD research project and published on these webpages.
-
The ways in which the data will be used together with your rights as a participant are explained in the Research Participant Informed Consent Statement which follows this information sheet.
-
The data collection process of this research project has been approved by Middlesex University Education Department Ethics Sub-committee (July 2015) with documentation available for inspection here {a link was provided to the relevant documentation].
Participant informed consent statement
​
Participant Informed Consent Statement - by moving forward from this page to the questionnaire, it will be assumed that you have agreed to participate in the research and that:
​
-
you have understood that the answers you provide in the questionnaire and the data that is generated will be completely anonymously received by the researcher and not identifiable directly to you;
-
you have understood that you have the right to withdraw from participation in the project at any time without any obligation to explain your reasons for doing so;
-
you have understood that you can request the researcher to remove and erase any data that your questionnaire reply generates provided your request to do so is received by the researcher before the formal data analysis process begins in January 2016. (Details about how to request removal of data are provided after the questionnaire has been submitted);
-
you have understood that the data that your questionnaire reply generates will be used as part of the process of data analysis and will form part of the publication of the research project outcomes, and that as a result of the anonymity of your data as received by the researcher, nothing in any publication can be attributed to your contribution.
II The Research Questionnaire
​
The Research Questionnaire remains fully operational and is available on the project webpages at: http://www.ad1281.uk/researchQNR.html
​
Screenshot representations of the five sections are provided below, followed by some explanatory notes.
Questionnaire Notes
​
-
A representation of the input-range slider controls is shown. By moving the control to the left or the right of the default, central position, which represented 50%, a number value was recorded between 0 and 100%.
-
The sections of the questionnaire were not labelled 1,2, etc because each section was revealed in turn with other sections remaining hidden, achieved using controls on the webpage.
-
The Psychometric Scale (Section 3, above) comprised 6 sub-scales of 6 items each which were attempting to gauge respectively:
-
Learning related emotions
-
Anxiety regulation and Motivation
-
Academic Self-efficacy
-
Self-esteem
-
Learned helplessness
-
Academic Procrastination
-
In the event, data collected from this scale was not used in the Results and Analysis (section 4) and hence not referred to in the Discussion (Section 5). The reasons for this are presented in sub-section 3.2(II). This data will not be discarded as it is planned to return to at a later date for inclusion in a subsequent report.
​
-
Participants submitted their questionnaire using a control on the webpage which converted the data into tabular form that was automatically sent through e-mail. Simultaneously, the questionnaire was displaced by an Acknowledgement of its receipt which included a thank you for participating together with an unique, Questionnaire Respondent Indicator (QRI). This 8-figure number was randomly generated by a short script on the questionnaire webpage, was included as part of the questionnaire data submitted, and was devised to enable any participant who wanted to withdraw their data after submitting it to do so. This would have been achieved by following a link on the Acknowledgement page to the Participant Revocation Form, where the QRI could be inserted into a form field. On submitting this form, a further e-mail would be generated and sent, enabling that specific dataset to be removed from the datapool. In the event, no participants followed this process.
8.2 Ethics approval documentation
Ethics application and approval documents are not reproduced here but are available on the project webpages, where a request to view them can be submitted.
​
Ethics application and approval documents available:
​
-
Middlesex University Research Ethics Review Form A;
-
Middlesex University Ethics Sub-Committee Request for Research Clarification;
-
Response to Request for Research Clarification;
-
Middlesex University Form ED17 Ethics Approval;
-
Middlesex University Independent Field/Location Work Risk Assessment Form FRA1.