The purpose of this master's thesis was to explain dyslexia and place it in the context of students with dyslexia in higher education, with the emphasis on researching their learning difficulties and strategies, their process of studying English and on discovering the positive aspects of dyslexia as well as the interests of people with dyslexia. In the theoretical part, we discovered that learning difficulties vary among people with dyslexia. However, the majority of students encounter difficulties connected with reading, reading comprehension, concentration (when it comes to reading as well as everyday life) and in terms of organisation - both of their extrinsic environment and their inward world and thoughts. All those facts were proven in our empirical research. Numerous learning strategies developed by students with dyslexia were listed in the theoretical part and many more additional strategies were introduced by the interviewees in the empirical part (typing on the computer, borrowing notes, studying out loud, making notes, visualization, underlining and highlighting the notes in colour, learning using acronyms, etc.). Our empirical research has shown that dyslexic students in higher education need additional help from their faculty, especially in the form of professors' lecture notes, the option of audio recording lectures as well as providing alternatives to written exams. It is of great importance for people with dyslexia to be conscious of the positive aspects of dyslexia and to stress them instead of focusing on the negative aspects. The theoretical part of this thesis identified numerous natural endowments and capabilities observed in people with dyslexia, as listed by many authors. These were also affirmed by the participants in our research: vivid imagination and creativity, strong intuition and sentience, a developed artistic side, interpersonal skills, visual thinking, a holistic approach to problem solving.
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