The Yale Outcome Study: Outcomes for Graduates with and without Dyslexia

Springer Science and Business Media LLC - 2020
Sally E. Shaywitz1, John M. Holahan1, Blair Kenney2, Bennett A. Shaywitz1
1From the Department of Pediatrics, Section of Pediatric Neurology, Yale University School of Medicine, 129 York St., Suite 1P, New Haven, CT, 06511, USA
2Great Lakes Counseling Center, Addison, TX, USA

Tóm tắt

AbstractDyslexia is defined in recent federal legislation as an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader. Despite its high prevalence (20%), there have been few studies of the experience and outcome of dyslexic students at selective 4-year colleges. We examined academic and social experiences in college and outcome in the workplace 5 or more years after graduation in Yale graduates with dyslexia compared with a matched group of Yale graduates who were typical readers. Dyslexic college graduates did not differ from typical graduates in college and the workplace. Parents of dyslexic children often ask about their child’s future. These findings should reassure those professionals (including pediatric neuropsychologists, school psychologists and pediatricians) that dyslexic students can be successful in school and go on to succeed and thrive at selective colleges.

Từ khóa


Tài liệu tham khảo

Adelman, P. B., & Vogel, S. A. (1990). College graduates with learning disabilities: employment attainment and career patterns. Learning Disability Quarterly, 13(3), 154–166. https://doi.org/10.2307/1510698.

Cosden, M. A., & McNamara, J. (1997). Self-concept and perceived social support among college students with and without learning disabilities. Learning Disability Quarterly, 20(1), 2–12.

Everatt, J., Steffert, B., & Smythe, I. (1999). An eye for the unusual: creative thinking in dyslexics. Dyslexia: the Journal of the British Dyslexia Association, 5(1), 28–46. https://doi.org/10.1002/(SICI)1099-0909(199903)5:1<28::AID-DYS126>3.0.CO;2-K.

Ferrer, E., Shaywitz, B., Holahan, J., Marchione, K., & Shaywitz, S. (2010). Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia. Psychological Science, 21(1), 93–101.

Ferrer, E., Shaywitz, B., Holahan, J., Marchione, K., Michaels, R., & Shaywitz, B. (2015). Achievement gap in reading is present as early as first grade and persists through adolescence. Journal of Pediatrics, 167(5), 1121–1125.

First Step Act (2018). Pub. L. No. 115–391 (Office of the Federal Register through the Congressional Printing Management Division, U.S. Government Printing Office 2018).

Gerber, P. J., Reiff, H. B., & Ginsberg, R. (1996). Reframing the learning disabilities experience. Journal of Learning Disabilities, 29(1), 98–101.

Greenbaum, B., Graham, S., & Scales, W. (1996). Adults with learning disabilities: occupational and social status after college. Journal of Learning Disabilities, 29(2), 171–173.

Herrera-Araujo, D., Shaywitz, B. A., Holahan, J. M., Marchione, K. E., Michaels, R., Shaywitz, S. E., & J.K., H. (2017). Evaluating willingness to pay as a measure of the impact of dyslexia in adults. Journal of Benefit Cost Analysis, 8(1), 24–48. https://doi.org/10.1017/bca.2017.3.

Janiga, S. J., & Costenbader, V. (2002). The transition from high school to postsecondary education for students with learning disabilities: a survey of college service coordinators. Journal of Learning Disabilities, 35(5), 463–470.

Lewandowski, L., & Arcangelo, K. (1994). The social adjustment and self-concept of adults with learning disabilities. Journal of Learning Disabilities, 27(9), 598–605.

Madaus, J. W. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly, 29(1), 19–31.

Madaus, J. W., Foley, T. E., McGuire, J. M., & Ruban, L. M. (2002). Employment self-disclosure of postsecondary graduates with learning disabilities: rates and rationales. Journal of Learning Disabilities, 35(4), 364–369. https://doi.org/10.1177/00222194020350040701.

Madaus, J. W., Ruban, L. M., Foley, T. E., & McGuire, J. M. (2003). Attributes contributing to the employment satisfaction of university graduates with learning disabilities. Learning Disability Quarterly, 26(3), 159–170. https://doi.org/10.2307/1593649.

Madaus, J. W., Zhao, J., & Ruban, L. (2008). Employment satisfaction of university graduates with learning disabilities. Remedial and Special Education, 29(6), 323–332. https://doi.org/10.1177/0741932507312012.

Morgan, W. P. (1896). A case of congenital word blindness. British Medical Journal, 1378.

Reiff, H. B., Hatzes, N. M., Bramel, M. H., & Gibbon, T. (2001). The relation of LD and gender with emotional intelligence in college students. Journal of Learning Disabilities, 34(1), 66–78.

Shaywitz, S., & Shaywitz, J. (2020). Overcoming dyslexia (2nd ed.). New York: Alfred A. Knopf.

Skinner, M. E., & Lindstrom, B. D. (2003). Bridging the gap between high school and college: Strategies for the successful transition of students with learning disabilities. Preventing School Failure: Alternative Education for Children and Youth, 47(3), 132–137.

Tafti, M. A., Hameedy, M. A., & Baghal, N. M. (2009). Dyslexia, a deficit or a difference: comparing the creativity and memory skills of dyslexic and nondyslexic students in Iran. Social Behavior and Personality: An International Journal, 37(8), 1009–1016.

Vogel, S. A., & Adelman, P. B. (1990). Extrinsic and intrinsic factors in graduation and academic failure among LD college students. Annals of Dyslexia, 40(1), 117–137.

Vogel, S. A., & Adelman, P. B. (1992). The success of college students with learning disabilities: Factors related to educational attainment. Journal of Learning Disabilities, 25(7), 430–441.

Thông tin
Thông tin xuất bản

Springer Science and Business Media LLC

Thông tin tác giả