Abstract
Purpose. The purpose of this study was to identify, based on the perceptions of college graduates diagnosed with dyslexia and who have earned bachelor's degrees, the following: (1) key personal attributes of dyslexic students that helped them most in college; (2) most helpful type of outside assistance in obtaining a college degree; (3) key problems and challenges subjects confronted in completing their studies; (4) advice subjects would give to dyslexic students to earn a college degree; (5) advice students would give to dyslexic students in pursuing a career; (6) factors influencing dyslexic subject's choice of which institution of higher education to attend. Methodology. A qualitative case study research design was used for this study. Telephone and in-person interviews were conducted with a sample of ten dyslexic college graduates. Subjects were formally diagnosed with dyslexia and earned a bachelor's degree within the last ten years. Findings. (1) Three key personal attributes that helped dyslexic subjects earn a bachelor's degree were determination, endurance, and discipline. (2) Type of outside assistance most helpful was special testing accommodations. Some special services, such as books on tape, note takers, and tutors, were utilized by some of the subjects. (3) Major problems confronted acquiring a bachelor's degree were inadequate study skills based on how they learned, the inability to keep up with assignments, and low self-esteem. (4) Advice given to other dyslexic students desiring to earn a bachelor's degree was: remain persistent and take advantage of the learning-disabled programs offered by the university. (5) Subjects advised dyslexic students pursuing a professional career to be optimistic, persistent, and patient. (6) Numerous factors influenced the subjects' choice of which university to attend. Conclusions and recommendations. (1) Learn as much about dyslexia as possible to maximize learning style. (2) Establish a support system of friends, family, and university members to help achieve academic goals. (3) Seek out role models and mentors who overcame similar problems. Universities should consider: (1) Create innovative, low-cost ways to enhance services for dyslexic students. (2) Educate the faculty and administration about dyslexia. (3) Improve services (tutoring and counseling) to meet the needs of dyslexic students.