A Quantitative Study Identifying the Prevalence of Anxiety in Dyslexic Students in Higher Education

Adult students with dyslexia in higher education can receive support for their cognitive needs but may also experience negative emotions such as anxiety due to connection studies. This paper aims test the hypothesis that adult dyslexic learners have a prevalence of academic and social than non-dyslexic peers. A quantitative approach was used measure differences between 102 formal diagnosis compared 72 no history learning difficulties. Academic measured questionnaire based on State-Trait Anxiety Inventory. Findings showed statistically significantly levels academic, not comparison sample. Dyslexic show are well above what is shown by without dyslexia. The implications this practitioner delivery strategies deal should be seen equally important, if more so, interventions