Tops, W., Jansen, D., Ceulemans, E., Petry, K., Hilton, N. H., & Baeyens, D. (2023). Participation problems and effective accommodations in students with dyslexia in higher education . European Journal of Special Needs Education , 38 (3), 317–333. https://doi.org/10.1080/08856257.2022.2089507

Accommodations that address reading comprehension, reading speed, spelling, text writing, processing speed, working memory, and fact retrieval were examined, including extended time, read aloud, alternate exam format, no penalty for spelling errors in non-language related exams, and computer or compensation software.

One hundred sixty-six postsecondary students with dyslexia, 241 postsecondary students without a disability, and 31 school counselors in Belgium participated in this study.

An online self-constructed questionnaire examining 12 different functioning and participation problems was administered to participants.

Postsecondary students with dyslexia reported "extended examination duration" as the most effective accommodation for most reading, spelling, and executive functioning problems. For social functioning issues, no effective accommodations were identified. Students who had not used specific accommodations consistently rated their expected effectiveness lower than those who had experienced them. Additional findings unrelated to assessment accommodations were also discussed.