Working Memory and Study Skills: A Comparison between Dyslexic and Non-dyslexic Adult Learners

In recent years, there has been an increase in the number of students with learning difficulties entering post-secondary education. Research had shown that younger students with working memory deficit will typically experience learning difficulties. The present study investigates the working memory performance and self-reported learning strategies of postsecondary students with and without dyslexia and examines whether there is a relationship between working memory and learning strategies of the 2 groups of student. Students with (n=26) and without (n=32) dyslexia completed tests of short-term and working memory and evaluated their own learning and study skills. Students with dyslexia performed significantly more poorly on measures of verbal working memory. Students without dyslexia obtained significantly higher scores in their reported use of selecting main ideas, test taking strategies and anxiety which all correlates positively with verbal working memory. Improved awareness of memory strength and limitations may provide a valuable means of identifying for dyslexic students effective learning strategies.