Relationships between self-reported ADHD and dyslexia screening scres and academic performance in undergraduate university students: An update

Debbie Pope

Research output: Contribution to conferencePaper

Abstract

The impact of dyslexia and ADHD characteristics on study in higher education has been relatively neglected. This study investigates the prevalence of self-reported dyslexia and ADHD characteristics in 1182 undergraduate psychology students at four universities. Findings suggest that there is a high incidence of undiagnosed students in the 'at risk' categories for both dyslexia and ADHD. Whilst no relationship was found between achievement data and dyslexia scores, there were strong negative associations between ADHD subscale scores (inattention, hyperactivity or impulsivity and overall ADHD) and academic grades, indicating that those who score higher on ADHD rating scales are performing more poorly in academic tests than their lower scoring peers. Assessment results indicate that specific modes of assessment (multiple choice questions) may pose particular problems for high inattentive or ADHD scorers. This study suggests a need to focus on the identification and provision of support for students with problems related to ADHD characteristics, and indicates that many students, other than those who 'declare' a learning difficulty, would benefit from further support.
Original languageEnglish
Publication statusPublished - 2008
EventBritish Dyslexia Association (BDA) Conference - Harrogate, Harrogate, United Kingdom
Duration: 27 Mar 200829 Mar 2008

Conference

ConferenceBritish Dyslexia Association (BDA) Conference
CountryUnited Kingdom
CityHarrogate
Period27/03/0829/03/08

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    Pope, D. (2008). Relationships between self-reported ADHD and dyslexia screening scres and academic performance in undergraduate university students: An update. Paper presented at British Dyslexia Association (BDA) Conference, Harrogate, United Kingdom.