overviewPhD Presentation NOTES #16
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[A list of references is provided in ~Notes #20]

Dyslexia Index

To what extent do you agree or disagree with these statements ...

  • When I was learning to read at school, I often felt I was slower than others in my class

  • My spelling is generally very good

  • I find it very challenging to manage my time efficiently

  • I can explain things to people much more easily verbally than in my writing

  • I think I'm a highly organized learner

  • In my writing I frequently use the wrong word for my intended meaning

  • I generally remember appointments and arrive on time

  • When I'm reading, I sometimes read the same line again or miss out a line altogether

  • I have difficulty putting my writing ideas into a sensible order

  • In my writing at school, I often mixed up similar letters like 'b' and 'd' or 'p' and 'q'

  • When I'm planning my work I use diagrams or mindmaps rather than lists or bullet points

  • I'm hopeless at remembering things like telephone numbers

  • I find following directions to get to places quite straightforward

  • I prefer looking at the 'big picture' rather than focusing on the details

  • My friends say I often think in unusual or creative ways to solve problems

  • I find it really challenging to make sense of a list of instructions

  • I get my 'lefts' and 'rights' easily mixed up

  • My tutors often tell me that my essays or assignments are confusing to read

  • I get in a muddle when I'm searching for learning resources or information

  • I get really anxious if I'm asked to read 'out loud'

Academic Behavioural Confidence Scale:

How confidence are you that you are able to ...

  • ... study effectively on your own in independent or private study

  • ... produce your best work under examination conditions

  • ... respond to questions asked by a lecturer in front of a full lecture theatre

  • ... manage your workload to meet coursework deadlines

  • ... give a presentation to a small group of fellow students

  • ... attend most taught sessions

  • ... attain good grades in your work

  • ... engage in profitable academic debate with your peers

  • ... ask lecturers questions about the material they are teaching, in a one-to-one setting

  • ... ask lecturers questions about the material they are teaching, during a lecture

  • ... understand the material outlined and discussed with you by lecturers

  • ... follow themes and debates in lectures

  • ... prepare thoroughly for tutorials

  • ... read the recommended background material

  • ... produce coursework at the required standard

  • ... write in an appropriate academic style

  • ... ask for help if you don't understand something

  • ... be on time for lectures

  • ... make the most of the opportunity of studying for a degree at university

  • ... pass assessments at the first attempt

  • ... plan appropriate revision schedules

  • ... remain adequately motivated throughout

  • ... produce your best work in coursework assignments

  • ... attend tutorials