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Dyslexia and Learning Style: a practitioner's handbook (2nd Edn)

This second edition of a rigorous, research-informed textbook, includes substantial new findings from an empirical study which aimed to examine associations between dyslexia and a particular processing style or preference for a specific mode of presentation in lectures. Using Riding’s Cognitive Style Analysis (CSA) as an analytical tool, the author conducted a quantitative control trial with 118 male higher education students, 60 with dyslexia and 58 without, matched for course studied and academic year. A lecture was presented to participants with and without visual reinforcements and answers to comprehension questions were compared across the two groups to measure the impact of mode of presentation on retention of information, across both dyslexic and non-dyslexic control participants. ANOVA and multiple regression analyses revealed no relationship between lecture scores when presentation mode was matched with the individual’s style category as measured on the verbaliser/ imager dimension of the CSA for either dyslexic or control group. Chapters 2 and 6 of this second edition have been substantially re-written in the light of the author’s further research, with chapter 5 (p.91) making explicit reference to the above study. The theoretical position of this second edition has thus shifted in the light of new evidence, rendering it significantly different from the first edition.