If you know you have a Specific Learning Difficulty (SpLD) such as dyslexia, dyspraxia/DCD, attention deficit disorder, dyscalculia, or autism, it is likely you have developed a range of study strategies that work for you. Having an SpLD may mean you need to invest more time to do certain study tasks, like reading, but it may also mean you have developed creative approaches and good problem-solving skills. Read our top tips below:
Dyslexia and other specific learning difficulties
If you think you may have a SpLD, but haven’t been formally assessed for it, you can book a screening assessment through the Inclusive Support team, who can give you more information and advice. See the page below for how to request a screening:
If you have already had an assessment for dyslexia or another SpLD, you can contact the Inclusive Support Service so you can gain any support and adjustments to which you may be entitled.
It is good to have a reflective approach and observe what helps you study efficiently and what doesn’t. The things that suit you may be different to those that suit your friends or classmates. Think about which areas of studying take you the most time, and have a look at the relevant pages on our A-Z to see what may work for you. A selection of pages that you may find interesting might include:
You may find it frustrating that studying seems to come more easily to some of your friends. However, having to find other solutions and working hard to find different ways of getting the same results can provide creative advantages. Identify what your strengths are and use these in class and in the workplace. This guide offers many ideas to help you work out your strengths and values:
There are a lot of helpful experts in the University who can make your life easier. See your Academic Liaison Librarian for help with using the Library and referencing tools - their contact details are on your Course resource help pages. Also come to see us at the Centre for Academic Development for a one-to-one tutorial on effective studying.