Background
Aim of the systematic review
Methods
Identification of studies
Review procedure
-
it was unclear whether it was a primary study;
-
it was unclear whether adults with dyslexia were meant by the descriptor ‘people with learning disabilities’ or ‘(learning) disabled people’. The word ‘dyslexia’ had to be present in the Methods or Results section;
-
it was unclear if the population was still studying or already had a job;
-
reference was made to an activity, a personal factor, an environmental factor or a mental function, but without an explicit link to work.
Quality assessment
Data extraction
Data classification
Results
Methodological quality of the qualitative studies
Author(s) | Relevance and goal | Method and techniques appropriate | Selection of participants | Data collection | Theoretical framework | Data analysis | Results | Number of factors | Number of +/± |
---|---|---|---|---|---|---|---|---|---|
Hellendoorn and Ruijssenaars, 2000 [28] |
+
|
+
|
+
|
+
|
+
|
+
|
+
| 73 | 7+ |
McNulty, 2003 [29] |
+
|
+
|
+
|
+
|
+
|
+
|
+
| 44 | 7+ |
Price et al., 2003 [30] |
+
|
+
|
+
|
+
|
+
|
+
|
+
| 47 | 7+ |
Burns and Bell, 2011 [31] |
+
|
+
|
+
|
+
|
+
|
+
|
+
| 72 | 7+ |
Ferri et al., 2001 [32] |
+
|
+
|
+
|
+
|
+
|
-
|
+
| 20 | 6+ |
Lindstrom and Benz, 2002 [33] |
+
|
+
|
±
|
+
|
+
|
+
|
+
| 31 | 6+/1± |
Gerber et al., 2004 [34] |
+
|
+
|
±
|
+
|
+
|
+
|
+
| 79 | 6+/1± |
Burns et al., 2013 [35] |
+
|
+
|
+
|
+
|
+
|
±
|
+
| 55 | 6+/1± |
Raskind et al., 1997 [36] |
+
|
+
|
-
|
+
|
+
|
±
|
+
| 116 | 5+/1± |
Shessel and Reiff, 1999 [37] |
+
|
+
|
±
|
+
|
+
|
-
|
+
| 43 | 5+/1± |
Price and Gerber, 2001 [38] |
+
|
+
|
+
|
±
|
-
|
+
|
+
| 14 | 5+/1± |
Ferri et al., 2005 [39] |
+
|
+
|
-
|
±
|
+
|
+
|
+
| 21 | 5+/1± |
Macdonald, 2009 [40] |
+
|
+
|
+
|
±
|
+
|
-
|
+
| 33 | 5+/1± |
Duff et al., 2007 [41] |
+
|
+
|
±
|
+
|
-
|
-
|
+
| 46 | 4+/1± |
Illingworth, 2005 [42] |
+
|
+
|
±
|
±
|
-
|
±
|
+
| 81 | 3+/3± |
Greenbaum et al., 1996 [43] |
+
|
±
|
±
|
±
|
-
|
-
|
+
| 25 | 2+/3± |
Gilmour, 1998 [44] |
+
|
-
|
±
|
±
|
-
|
-
|
-
| 10 | 1+/2± |
Main characteristics of the qualitative studies
Methodological quality of the quantitative studies
Author(s) | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | +/± | n fact |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Mellard et al., 2007 [45] |
+
|
+
|
+
|
-
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
| 21+ | 6 |
Madaus et al., 2003 [46] |
+
|
+
|
+
|
±
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
-
|
+
|
+
|
+
|
+
|
-
| 19+/1± | 21 |
Dickinson & Verbeek, 2002 [47] |
+
|
+
|
+
|
-
|
-
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
±
|
+
|
+
|
+
| 19+ / 1± | 15 |
Rojewski, 1999 [48] |
+
|
+
|
+
|
-
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
-
|
+
|
-
|
+
|
+
|
-
| 18+ | 10 |
Madaus et al., 2008 [49] |
+
|
+
|
+
|
+
|
+
|
+
|
+
|
-
|
+
|
+
|
±
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
±
|
-
| 17+/2± | 29 | |
Curtis Breslin & Pole, 2009 [50] |
+
|
+
|
+
|
+
|
±
|
+
|
+
|
+
|
-
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
-
|
+
|
+
|
+
|
-
|
-
| 17+/1± | 5 |
Witte et al., 1998 [51] |
+
|
+
|
+
|
±
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
-
|
+
|
+
|
+
|
+
|
-
|
+
|
-
|
+
|
-
|
-
| 16+/1± | 7 |
Vogel & Holt, 2003 [52] |
+
|
+
|
+
|
+
|
+
|
+
|
+
|
+
|
-
|
+
|
+
|
+
|
±
|
±
|
+
|
+
|
-
|
+
|
-
|
±
|
+
|
+
| 16+/3± | 4 |
Taylor & Walter, 2003 [53] |
+
|
+
|
+
|
-
|
+
|
±
|
+
|
+
|
-
|
-
|
+
|
+
|
-
|
-
|
+
|
+
|
-
|
+
|
+
|
-
|
+
|
+
| 14+/1± | 4 |
Millward et al., 2005 [54] |
+
|
+
|
+
|
±
|
-
|
-
|
+
|
+
|
-
|
±
|
±
|
+
|
+
|
+
|
+
|
+
|
-
|
+
|
+
|
+
|
+
|
-
| 14+/3± | 6 |
Ingesson, 2007 [55] |
+
|
+
|
±
|
-
|
±
|
+
|
+
|
±
|
-
|
+
|
±
|
+
|
+
|
+
|
+
|
+
|
-
|
+
|
+
|
+
|
-
|
-
| 13+/1± | 7 |
Morris & Turnbull, 2007 [56] |
+
|
+
|
+
|
±
|
+
|
+
|
±
|
-
|
-
|
+
|
±
|
+
|
±
|
+
|
+
|
+
|
-
|
+
|
+
|
+
|
-
|
-
| 13+/4± | 51 |
Madaus et al., 2002 [57] |
+
|
+
|
±
|
±
|
+
|
+
|
+
|
+
|
-
|
+
|
-
|
-
|
±
|
+
|
+
|
+
|
+
|
+
|
±
|
-
|
±
|
-
| 12+/5± | 40 |
Schulte-Körne et al., 2003 [58] |
+
|
+
|
+
|
-
|
+
|
+
|
+
|
+
|
-
|
±
|
-
|
-
|
±
|
+
|
+
|
+
|
-
|
+
|
±
|
-
|
-
|
+
| 12+/3± | 3 |
Chapman et al., 2003 [59] |
+
|
+
|
+
|
+
|
-
|
+
|
±
|
±
|
-
|
+
|
-
|
-
|
+
|
±
|
+
|
+
|
±
|
+
|
-
|
+
|
-
|
-
| 11+/4± | 8 |
Magajna et al., 2003 [60] |
+
|
+
|
+
|
±
|
±
|
+
|
+
|
+
|
-
|
+
|
-
|
-
|
-
|
+
|
-
|
+
|
-
|
-
|
-
|
-
|
±
|
+
| 10+/3± | 6 |
Main characteristics of the quantitative studies
Data extraction
2ndlevel ICF | Factors | Qualitative studies | Quantitative studies | ||
---|---|---|---|---|---|
Functions & structures
| |||||
b1 Mental functions
| |||||
b114 | Orientation functions |
36
-
, 37
-
| |||
b126 | Temperament and personality functions | Adaptability |
34
+
, 39
+
| ||
Optimistic | 55 | ||||
Perseverance/persistence |
28
+
, 29
+
, 31
+
, 35
+
36
+
, 42+
|
46
+
, 57+
| |||
Personal characteristics |
47
| ||||
Uncertain/insecure |
28
-
, 29
-
| ||||
b140 | Attention functions |
30
-
, 34
-
, 36
-
| |||
b144 | Memory functions |
31
-
, 34
+
, 36
-
37
-
, 43-
| 56-
| ||
Remembering instructions | 42 | ||||
Remembering names | 42 | ||||
b152 | Emotional functions | Amount of passion |
39
| ||
Anxiety |
28
-
, 37
-
, 40
-
| ||||
Aggressive feelings |
28
| ||||
Concern for patient safety | 56 | ||||
Confusion/anger |
29
-
, 30
-
, 32
-
, 37
-
, 42-
| ||||
Depression |
37
| ||||
Discouragement |
32
| ||||
Emotional problems |
28
| ||||
Fear of being stigmatized |
40
-
, 42-, 43-
| ||||
Fear of exposure |
37
-
, 43-
| ||||
Fear of failure |
28
-
| 56-
| |||
Feelings of accomplishment | 43-
|
49
+
| |||
Feeling of being different |
28
-
, 37
-
, 43-
| ||||
Feeling of inadequacy |
34
-
, 42-
| ||||
Feeling of presenting a false impression (impostor phenomenon) |
37
| ||||
Frustration |
28
-
, 30
-
, 32
-
37
-
| ||||
Guilt/embarrassment |
34
-
, 37
-
| 55-, 56-
| |||
Inferiority feelings |
28
-
, 31
-
, 37
-
| 56-
| |||
Sense of strength |
29
+
, 31
+
, 35
+
| ||||
Shame |
34
-
, 37
-
, 43-
| ||||
b156 | Perception |
29
+
, 37
+
| |||
b160 | Thought functions |
29
+
, 34
+
, 35
-
, 36
+
| 56+
| ||
b164 | Higher-level cognitive functions | Executive functions |
35
| ||
Holistic/visual thinking |
31
+
, 35
+
| ||||
Increased creativity |
29
+
, 36
+
, 37
+
| ||||
Information processing |
49
-
, 57-
| ||||
Organization and planning |
29
-
, 31
+
, 36
+
, 37
-
, 39
-
|
49
+
, 56-, 57-
| |||
Thinking outside the box |
29
| ||||
b167 | Mental functions of language | Word retrieval |
37
| ||
b180 | Experience of self and time functions | Bothered by being different |
36
| ||
Depersonalize LD |
36
| ||||
Disability self-awareness |
30
+
, 35
+
, 36
+
| ||||
Labeling LD as a kind of self-mockery |
39
| ||||
Negative self-perceptions |
30
-
, 34
-
, 37
-
| ||||
Not seeing themselves as having a disability |
30
+
, 40
+
| ||||
Self-conscious |
40
| ||||
Activities (d1- d6) and participation (d7- d9)
| |||||
d1 Learning and applying knowledge
| |||||
d115 | Listening |
36
| |||
d155 | Acquiring skills | Analytical skills |
36
+
| 57-
| |
Developing coping strategies |
40
| ||||
Developing different learning styles | 42 | ||||
Learning a new skill | 42°, 44+
| ||||
Learning operating instrument names | 42 | ||||
Practical skills |
31
+
, 35
+
| ||||
d160 | Focusing attention |
31
+
, 37
+
| |||
d166 | Reading |
28
-
, 29
-
, 30
-
, 31
-
, 35
-
, 36
-
, 37
-
, 40
-
, 42-, 43-
|
45°, 54°, 55-, 56-, 57-, 60-
| ||
d170 | Writing (spelling) |
28
-
, 29
-
, 30
-
, 31
-
, 34
-
, 35
-
, 36
-
, 39
-
, 40
-
, 42-, 43-
|
49
-
, 54-, 55-, 56-, 57-, 60-
| ||
Writing reports to work |
33
-
, 41-, 42-
| ||||
d172 | Calculating |
36
+
, 42-, 43-
| 56-, 60-
| ||
d175 | Solving problems |
31
+
, 34
+
, 36
+
, 37
+
| 57+
| ||
d2 General tasks and demands
| |||||
d210 | Undertaking a single task |
37
| |||
d220 | Undertaking multiple tasks | Correcting mistakes |
52
| ||
Gathering information |
36° | 56-
| |||
Giving lectures/presentations/training sessions |
31
+
, 35
-
, 42-
| ||||
Meetings | 42-
| 56-
| |||
Representing a group | 42 | ||||
d230 | Carrying out daily routine |
28
±
, 36
±
, 37
±
, 40
±
, 42-, 43±
| |||
d240 | Handling stress and other responsibilities |
36
| |||
Handling responsibilities |
28
| ||||
d3 Communication
| |||||
d310 | Communicating with – receiving – spoken messages |
30
-
, 36
±
| |||
d315 | Communicating with – receiving nonverbal messages | Receiving body gestures |
35
| ||
d325 | Communicating with – receiving – written messages |
30
-
, 36
-
, 37
-
|
49
-
, 57-
| ||
d330 | Speaking |
28
-
, 31
+
, 35
+
, 36
±
| 56-
| ||
Speaking in public | 56 | ||||
d335 | Producing nonverbalmessages | Using drawings |
31
+
, 35
+
| ||
d345 | Writing messages | Completing a literacy exercise |
40
| ||
Filling in application forms |
30
-
, 40
-
, 42-
| 60-
| |||
Keeping records | 42+
| 56-
| |||
Note taking |
30
-
, 36
+
, 42-
| ||||
Taking telephone messages | 42 | ||||
d355 | Discussion | Discussing (LD with employer/problems with colleagues) |
30
-
, 31
+
, 34°, 35
+
| ||
d 360 | Using communication devices and techniques | Dialing a phone |
36
| ||
Multitasking (on a computer) |
36
| ||||
Using computer software/skills |
28
+
, 35
+
, 36
+
, 40
+
| 57-
| |||
d6 Domestic life
| |||||
d660 | Assisting others | Helping students |
31
+
, 32
+
, 35
+
| ||
Motivate students |
31
+
, 32
+
, 35
+
| ||||
Validate students feelings |
31
+
, 32
+
, 35
+
| ||||
d7 Interpersonal interactions and relationships
| |||||
d710 | Basic interpersonal interactions |
32
| |||
Using social skills |
31
+
, 35
+
|
46
+
| |||
d720 | Complex interpersonal interactions | Forming relationships |
28
-
, 36
-
| ||
d740 | Formal relationships | Relationships with clients | 41 | ||
d8 Major life areas
| |||||
d845 | Acquiring, keeping and terminating a job | Ability to maintain the career |
29
-
, 40
-
| 56-
| |
Demotion or dismissal |
37
-
, 40
-
, 43-
| 56-
| |||
Meeting their goals |
32
+
, 42+
| ||||
Occupation choice | 42-
|
46°, 53-, 56-, 58-, 59-
| |||
Securing his current position |
29
-
, 34
+
, 40
-
|
46
-
, 49°, 57-
| |||
Seeking employment |
40
| ||||
Skills for performing the job | 43 | ||||
Survive within the workplace |
40
| ||||
Terminating a job |
34
-
, 43-
| ||||
Working much harder |
28
-
, 31
-
, 35
-
, 36
-
| ||||
d850 | Remunerative employment | Achievement/accomplishment |
28
-
, 29
±
, 31
-
42±, 43-
| ||
Continuous changing of employment |
40
| ||||
Employment roles |
40
| ||||
Employment in unskilled/semiskilled occupations |
28
-
, 40
-
|
50
-
, 60+
| |||
Employment in white-collar/blue-collar jobs |
45°, 52
+
, 53+, 55+
| ||||
Enabled to excel |
36
| ||||
Having a job/being employed |
28
+
|
47
+
, 51
+
, 55+
| |||
Having more jobs |
47
| ||||
Job history |
28
| ||||
Job at the level of their training or higher |
28
+
, 36
+
| ||||
Job performance |
33
+
, 34
+
, 43-
| ||||
Limited employment opportunities | 43-
|
47
-
, 55-
| |||
Part-time employment |
28
+
, 29
+
| 55-
| |||
Permanently employed | 55+, 60-
| ||||
Quality of products and processes | 41 | ||||
Unemployed |
28
-
, 40
-
|
48
-
, 52
-
, 59-
| |||
Workforce abilities |
47
| ||||
Work-related environmental factors: terms of employment
| |||||
Access to degree courses | 42-
| 56+
| |||
Attendance |
33
| ||||
Change in job description/title |
34
| ||||
Current (annual) salary |
46°, 49
+
°, 51
-
, 52
-
, 59° | ||||
Extra study leave | 42 | ||||
Extra time |
34
+
| 56+, 57+
| |||
Flexible schedule |
33
+
, 41+
| ||||
Incentives and bonuses |
34
| ||||
Income derived from employment | 59 | ||||
On-the-job training agreement |
31
+
, 33
+
| ||||
Promotion/Job advancement |
30
+
, 33
+
, 34
+
, 42+
|
51
-
| |||
Tenure used as productivity signal |
30
+
|
47
+
| |||
Tenure with current employer |
30
+
|
47
+
| |||
Wage -gap (with non-LD) |
47
-
, 51°, 52
+
| ||||
Wage increase/decrease |
33
+
, 34
+
|
47
+
| |||
Working from home | 41 | ||||
Working at off hours late in the day or night |
36
+
, 41+, 42-
|
46
+
, 49
+
, 50
+
56+, 57+
| |||
Work-related environmental factors: social relationships at work
| |||||
e3 Support and relationships
| |||||
e315/e320 | Extended family/friends | Support from family/friends |
28
+
, 29
+
, 32
+
, 33
+
, 34
+
, 35
+
, 39
+
| 55+
| |
e325 | Acquaintances, peers, colleagues, neighbors and community members | Being loners/isolated in the job |
37
| ||
Control/check by others |
28
+
, 31
+
, 35
+
, 36
+
, 37
+
, 42+
| 56+
| |||
Encouragement | 56 | ||||
Help from colleagues/co-worker assistance |
28
+
, 30
-
, 31
+
34
+
, 35
+
, 37
+
, 41+, 42+
|
46
+
, 49
+
, 56+
| |||
Joint goal planning | 44 | ||||
Joint working |
35
+
, 44+
| ||||
Peer pressure |
36
| ||||
Performance feedback |
37
| ||||
Secretary dependent |
36
| ||||
Social relationships with co-workers (trust) |
31
+
, 35
+
, 37
-
| 56+, 57±
| |||
Support in the workplace |
29
+
, 30
-
, 34
+
, 35
+
, 42+
| 56+
| |||
Workforce morale | 42 | ||||
e330 | People in position of authority | Employer assistance-support |
30
-
, 34
+
, 38
+
, 42-
|
47
+
, 49
+
, 56+, 57+
| |
Role of employer-supervisor |
30
+
, 31
+
, 37
+
|
51
-
, 57° | |||
Support of rehabilitation staff |
33
| ||||
e4 Attitudes
| |||||
e425 | Individual attitudes of acquaintances, peers, colleagues, neighbors and community members | Appreciation of/consideration to mental disabilities | 41 | ||
Attitudinal barriers | 41-, 42-
| ||||
Awareness/detection of the disability |
34
-
, 36°, 40
-
, 41+, 42-
| ||||
Discrimination |
40
-
, 41-, 43-
|
47
-
| |||
Interest in, acceptance / understanding of dyslexia |
28
-
, 34
-
, 41-, 42-, 43-
| 56-, 57-
| |||
Labeling people with LD as lazy, slow, dumb or stupid |
22
-
, 39
-
, 41-, 42-
| ||||
LD makes me important |
34
| ||||
LD as a tool to address misconceptions about LD |
32
+
| 57+
| |||
Reactions of co-workers |
28°, 31
-
32
+
, 34
±
, 35
-
, 36
-
, 39°, 40
-
, 41-, 42-, 43-
| 56±
| |||
Stigmatization by colleagues |
40
-
, 42-, 43-
| ||||
e430 | Individual attitudes of people in position of authority | Acceptance of dyslexia by employer |
34
+
, 36
+
, 43+
| 56-
| |
Detection/awareness of the disability |
34
-
, 36
-
, 40
-
, 41-, 42-
|
47° | |||
Employer attitudes and knowledge |
30
+
, 38
-
, 42-
| ||||
High expectations of people with LD |
32
+
, 43-
| ||||
Judgment of work on disability |
28
| ||||
Negative responses from employer |
31
-
, 34
-
, 40
-
| ||||
Stigmatization by employer |
40
| ||||
Work-related environmental factors: task content
| |||||
Benefits of current position |
33
| ||||
Challenging students to achieve their potential |
31
+
, 35
+
| ||||
Control over their work |
31
+
, 36
+
, | ||||
Demands involving reading or writing | 53-, 55-, 58-
| ||||
Demands of the job |
33
-
, 37
-
|
46
+
| |||
Finding a niche |
29
+
, 36
+
| ||||
Increase of independence |
36
| ||||
Job level |
28
| ||||
More responsibility |
31
+
, 30
+
, 33
+
, 34
+
| ||||
Much information in a constant stream | 56 | ||||
Multitasking is required | 56 | ||||
Prioritizing tasks |
46
+
, 49
+
, 57+
| ||||
Productivity demands |
33
| ||||
Self-regulation |
46
+
, 49
+
| ||||
Taking work home | 41+, 42-
| ||||
Working under pressure | 42 | ||||
Workload, pressure, more stress |
29
-
, 34
-
, 41-, 42-, 43+
| 56-
| |||
To work by myself |
30
+
, 37
+
| ||||
Work-related environmental factors: working conditions
| |||||
e125 | Products and technology for communication | Assistive technology (like a dictaphone, internet, navigation software, watch, microcassette) |
32
+
, 34
+
, 35
+
, 36
+
, 40
+
, 42+, 43+
|
46
+
, 57+
| |
Clear signs | 42 | ||||
Computer spelling and grammar programs |
28
+
, 35
+
, 36
+
, 42+
| 56+
| |||
Simple words and pictures | 42 | ||||
Technology interferes with work/Experiment with technology |
36
| ||||
Visual aids |
31
| ||||
Voice-mail |
36
| ||||
e135 | Products and technology for employment | Accommodations on the job |
29
-
, 30
-
, 32
+
, 34
+
, 36
+
, 38
-
, 40
-
, 42+, 43-, 44 |
46
+
, 49
-
, 57+° | |
e1650 | Financial assets | Budget for an assistant |
28
+
, 34
+
| ||
Money |
40
-
, 41-
| ||||
Other working conditions | Accessibility of the office environment | 41 | |||
Changing/improving the work environment | 42 | ||||
Finding a quiet/personal work environment |
35
+
|
46
+
| |||
Hearing the words spoken aloud |
36
| ||||
A mentor |
33
+
, 34
+
| ||||
Time |
31
-
, 34
+
, 35
-
, 37
-
, 41-, 42-
| ||||
Using proofreaders |
35
+
, 36
+
, 43+
|
46
+
, 57+
| |||
Other work-related environmental factors
| |||||
Centrality of LD in his career |
39
| ||||
Critical knowledge and experiences on LD of employers |
38
| ||||
Disabling barriers |
40
| ||||
Information about (the impact of) dyslexia for employers |
30
-
, 38
-
| ||||
Job shadows |
33
| ||||
Job visits |
33
| ||||
School-to-work program |
33
| ||||
Training sessions regarding disability | 41 | ||||
Vocational rehabilitation |
33
| ||||
Work-related injury risk |
50
| ||||
Other environmental factors
| |||||
e550 | Legal services, systems and policies | Certifying disability | 41 | ||
Disability Discrimination Act | 41 | ||||
Diversity agenda | 41 | ||||
Equality issues | 41 | ||||
Knowledge of the ADA |
30
| ||||
Legislation on adults with LD |
34
+
, 41+
| ||||
e570 | Social security services, systems and policies | Income from government benefits/resources | 59 | ||
Personal factors
| |||||
--- | General personal data: | Age |
45°, 46°, 49°, 52°, 60° | ||
Socio-demographic factors | |||||
Gender |
45
+
, 46°, 47
-
48
-
, 49°, 50
+
, 52°. 54°, 60° | ||||
Language | 54 | ||||
Socio-economic status |
39
+
, 40
-
|
48
+
| |||
Standard/level of education | 41° |
45°, 48
+
, 59+, 60+
| |||
--- | General ‘mental’ personal factors | Aggravation |
30
| ||
Common sense | 56 | ||||
Confidence | 42+
| 56+
| |||
Creative |
31
+
, 37
+
| 56+
| |||
Demoralized |
40
| ||||
Desire to help others |
31
+
, 37
+
| ||||
Detail oriented |
36
| ||||
Diligent | 56 | ||||
Empathic |
31
+
| 56+, 57+
| |||
Humorous |
35
+
| 56+
| |||
Innovative |
31
+
, 37
+
| ||||
Learning/Coping strategies: |
28
+
, 29
+
, 31
+
, 37
+
, 40
+
, 41+, 42+
|
46
+
, 47
+
, 49
+
, 56+
| |||
Adjusted to the disability | 43 | ||||
Ask caller to speak slowly | 42 | ||||
Authoritative language |
39
| ||||
Avoid my weaknesses |
36
| ||||
Avoidance |
28
-
, 35
-
, 36
+
| ||||
Aware of limitations |
35
| ||||
Be aware of problem words | 42 | ||||
Bluffing |
39
| ||||
Camouflage |
28
-
, 40
-
| ||||
Compensatory skills |
36
+
, 39
+
, 43+
|
47
+
| |||
Develop own shorthand | 42 | ||||
Disclosing weaknesses |
31
| ||||
Distancing himself from others |
29
-
, 39
-
| ||||
Establish themselves as intelligent |
40
| ||||
Excessive amount of energy in work |
28
| ||||
Exposing own difficulties |
31
| ||||
Get writings/forms checked |
35
+
, 42+
| ||||
Give colour coded feedback |
35
| ||||
Hiding the LD |
35
-
, 37
-
, 40
-
| ||||
Leave and come back later, when losing concentration | 42 | ||||
Make careful mental and concrete preparations |
35
| ||||
Make lists or leave notes for myself | 56 | ||||
Make people write things down what they have said |
35
+
, 36
+
| ||||
Mnemonics |
35
| ||||
Other practical solutions |
28
| ||||
Overcompensation |
28
| ||||
Paper and pencil in pocket | 42 | ||||
Pattern of overachieving |
29
| ||||
Physical activities to recall ideas |
35
| ||||
Read back messages to caller | 42 | ||||
Read novels to experience different types of writing | 42 | ||||
Repeat names many times | 42 | ||||
Repression |
28
| ||||
Tricks |
28
| ||||
Using prompts to recall topics |
35
| ||||
Use set phrases | 42 | ||||
Visualization techniques |
35
| ||||
Write things out in rough | 42 | ||||
Literacy level |
40
-
| 54+, 59+, 60+
| |||
Openness |
28
±
, 30
-
, 31
+
, 42-, 43-
| ||||
Patience |
36
| ||||
Personal problems |
28
| ||||
Pride |
29
| ||||
Satisfaction with life |
28
| ||||
Secretive | 43 | ||||
Sensitive to emotional experiences of others |
29
+
, 31
+
, 36
+
, 37
+
| ||||
Self-advocacy |
30
±
, 38
+
, 44+
| ||||
Self-control |
28
| ||||
Self-disclosure |
30
-
, 32
+
, 34
+
,35
+
, 37°, 38
-
, 39°, 40
-
, 43 |
46
-
, 49
0-, 56+, 57 | |||
Self-efficacy |
35
+
|
46
+
, 49
+
| |||
Self-empowerment |
39
| ||||
Self-esteem |
29
+
, 31
+
, 32
+
, 35
+
, 36
+
, 39
+
, 42+
|
48
+
| |||
Self-promotion |
30
| ||||
Self-reliant |
36
| ||||
Self-sufficient |
36
| ||||
Social person |
36
| ||||
Stress avoidance |
28
| ||||
Stress-experience/being stressed |
28
-
, 29
-
, 34
-
, 35
-
, 36
-
, 37
-
, 42-
| ||||
Stubborn | 57 | ||||
Tolerant | 56 | ||||
Visual |
31
+
, 35
+
| ||||
--- | Health related personal factors | Accepting the LD/dyslexia |
28
| ||
Experiences with LD/dyslexia |
29
-
, 37
-
| ||||
Impact of the LD/dyslexia |
28
-
, 36
-
, 37°, 40°, 41-, 42-, 43-
|
46
-
, 49
0-, 55-, 56-. 57-
| |||
Locus of control |
48
| ||||
Management of the LD/dyslexia |
40
| ||||
--- | Work related personal factors | Collaborative/co-operative |
31
| ||
Commitment |
33
| ||||
Compliance |
38
| ||||
Determination |
31
+
, 35
+
, 36
+
, 42+
| 56+
| |||
Focus |
33
| ||||
Force of will |
39
| ||||
Goal driven |
33
| ||||
Independence |
29
+
, 32
+
, 36
+
|
49
+
| |||
Job/career satisfaction |
28
0+, 36
+
, 43+
|
46
+
, 49
+
, 51
-
| |||
Prestige aspirations |
31
+
|
48
+
| |||
Proactive |
31
+
| ||||
Productivity/worker characteristics |
47
| ||||
Successful |
29
+
, 31
+
, 32
+
, 36
+
, 41+
| ||||
Tenacity |
34
| ||||
Underchallenged |
29
| ||||
Work ethic |
29
|
ICF-category | MFES |
---|---|
Mental functions | 67% |
Activities | 71% |
Participation | 86% |
Terms of employment | 52% |
Social relationships at work | 81% |
Task content | 52% |
Working conditions | 67% |
Other work-related environmental factors | 29% |
Other environmental factors | 10% |
Personal factors | 100% |