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