More than Words: The Impact of Memory on How Undergraduates with Dyslexia Interact with Information

Despite the prevalence of dyslexia and the challenges it poses for seeking, assessing and using information, there has been relatively little research on the challenges people with dyslexia face when interacting with information. What existing research there is has mostly focused on the impact on information comprehension and spelling. However, people with dyslexia often face considerable memory impairment that can affect their learning. This paper reports findings from retrospective think-aloud (RTA) observations with 13 undergraduates with dyslexia, focusing on the memory-related barriers they face and the workarounds they use to overcome these barriers. An enhanced understanding of the full range of barriers faced by information-seekers with dyslexia can inform the design of dyslexia-aware digital information environments and information literacy programs. These can 'level the information playing field' by helping to break down barriers to information and, in turn, to knowledge creation.