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The following posts on Dyslexia and Academic Confidence were published in the Data category.

settling data -> an emerging plan

Summary indications so far: As the cut-off date for receiving QNR replies approaches (31st May 2016) final trickles of additional data are arriving. With 163 good quality datasets now in my datapool this constitutes a good basis from which to tease out meaning from the results and relate this to my research questions and hypothesis. […]

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QNR data is arriving – first impressions

QNR data is arriving – first impressions This will be an ongoing post for the next few weeks as data from my main research questionnaire begins to arrive in my e-mail InBox. Getting co-operation to promote and deploy the QNR has been a more challenging part of the project than I was anticipating, but at […]

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Technical Log – Part I

This is an continuous record of the technical challenges faced in building the project webpages, especially in the development of the visualization of data and the design of the QNRs and how solutions were found. The purpose of this StudyBlog post is to aid the researcher in recalling how the tech-stuff achieves the outcomes it […]

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Statistical power, effect size and Type 1 / 2 errors – a learning summary

Having previously scoped out a research methodology, I am now at the stage of this project where I need to focus carefully on the research methods for data collection and statistical analysis so that a response to my hypotheses makes sense in statistical terms.  I have been reflecting on the nature of the data collection […]

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Definitions of dyslexia – contemporary view: survey analysis

The definitions of dyslexia questionnaire is searching for consensus amongst dyslexia specialists about what dyslexia is, what dyslexia means. ‘Dyslexia specialists’ is taken to mean anyone with professional experience of working with learners with dyslexia or who teaches about dyslexia to others – lecturers on university SpLD courses for example.  The questionnaire was distributed across […]

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Definitions of dyslexia – what is the contemporary view?

In my experience of working with students at university with dyslexia where as many appeared to be at ease with the challenges of their studies as those who struggled, I have generally felt that the defining features of the syndrome appear as indistinct as they are multifarious. This causes problems for researchers when the focus […]

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