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Dyslexia: Perceived Barriers and Facilitators to Success at Postgraduate Study

The Higher Education Statistics Agency’s (HESA) statistics indicate that the proportion of UK postgraduate (PG) students who identify as having a disability (10%) is significantly lower than that of undergraduate (UG) students (15%). For students with a Specific Learning Difficulty (SpLD), HESA figures (2018/19) suggest that this discrepancy is reduced, with 5.96% of UG students nationally identifying as having a SpLD, compared to 5.34% of PG students. Although the inclusion of students with dyslexia / SpLD in HE has increased, representation remains below the level expected, based on the prevalence within the general population (10%). Furthermore, at an UG level, it has been found that students with dyslexia / SpLD are less likely to pass modules / obtain good grades than non-disabled students (Richardson, 2015). 

There is limited literature available regarding dyslexia and postgraduate study. However, there is evidence that previous negative experience in education (particularly with regard to a central focus on literacy) acts as a barrier to Higher Education, whilst resilience to these previous negative experiences and prior positive experience (e.g., focus at UG level on quality of work, rather than spelling) act as facilitators to further study (Collinson & Penketh, 2010). 

Research questions: 

  • Are there differences in the proportions of students with dyslexia / SpLD studying at UG and PG levels, and do these differ to national statistics?

  • Are there differences in the pass rate / grades of PG students with dyslexia, compared to students who haven’t disclosed a disability?  

  • Are there any specific perceived barriers / facilitators to success at PG level for students with dyslexia / SpLD? 

Objectives: 

  • To establish the percentages of students studying at UG and PG levels in the Faculty of Arts and Social Sciences (Faculty of Arts and Social Sciences) at the Open University who identify as having dyslexia / SpLD, and whether or not these differ to national statistics. 

  • To identify any differences in pass rates / module grades between PG students with dyslexia / SpLD and students without a disclosed disability in Faculty of Arts and Social Sciences. 

  • To identify the perceived barriers and facilitators to PG study for students with dyslexia / SpLD in order to inform future development and modifications of postgraduate qualifications and modules in Faculty of Arts and Social Sciences, but in particular, in Psychology & Counselling due to the new development in PG qualifications.