Julia M. Carroll|Jane Iles
An assessment of anxiety levels in dyslexic students in higher education
University of Warwick|University of Sheffield
background long hypothesized children learning disabilities including dyslexia may highly vulnerable emotional consequences anxiety however research centred schoolaged children aims present study aimed clarify findings dyslexic students higher education samples sixteen students dyslexia compared 16 students history learning difficulties methods students asked complete written questionnaire concerning trait anxiety levels told would given timed reading test state anxiety levels measured using statetrait anxiety inventory stai spielberger gorsuch amp lushene 1983 finally reading assessed using test word reading efficiency towre torgesen wagner amp rashotte 1999 results dyslexic students showed slower reading speeds controls also higher levels state anxiety elevated levels academic social appearance anxiety conclusions dyslexic students higher education show anxiety levels well shown students without learning difficulties anxiety limited academic tasks extends many social situations proposed assessment emotional wellbeing form part assessment need dyslexic students entering higher education