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Success Strategies

HDEV 1110: Reading and Learning Strategies for Students with LD/ADHD

Every fall semester, a DASS staff member teaches one section of HDEV 1110: Reading and Learning Strategies for students with learning differences (LD/ADHD). This course is a one-credit, letter-graded (not pass/fail), elective course. Reading and Learning Strategies helps students in the following ways:

  • improve their reading rate;

  • develop good study skills; and

  • determine their own learning style and ways to utilize this style, etc.

This course also addresses particular learning issues that students with a learning difference face and discusses those issues in an open forum. This class serves as a natural networking opportunity for students with learning differences to learn from each other, while improving their reading and study skills.

Before enrolling, you are required to obtain permission from the instructor, David Tylicki, at 214-768-4773, or email at

Student Testimonials

"[Reading and Learning Strategies] was a great way to bridge the academic gap between high school and college! It taught me new ways to study and approach work and it reinforced what had been taught to me in high school. Taking this section allowed me to interact with other students facing the same challenges I faced and I was able to learn from their experiences."

Annie, sophomore from California 

" [Reading and Learning Strategies] helps you become a better reader through drills, allows you to have better study skills through different study strategies, helps you become an efficient test taker, and helps you get more organized."

Anonymous student evaluation

" [Reading and Learning Strategies is] a class that you need to take your first year. It will give you confidence and help start off your college career without freaking out. I got more than I expected. It really helped in that it was a safe area to talk about problems, how to study, and what you need to know [to be successful]. Basically, it gave me confidence."

Anonymous student evaluation