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Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding mental health in developmental dyslexia through a neurodiversity lens: The mediating effect of school-connectedness on anxiety, depression and conduct problems. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1775. [PMID: 38837597 DOI: 10.1002/dys.1775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Revised: 12/19/2023] [Accepted: 03/05/2024] [Indexed: 06/07/2024]
Abstract
Dyslexia, a neurocognitive difference characterised by poor word-reading, is associated with elevated risk for internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns, the reasons are largely unknown. We took a neurodiversity perspective and explored whether school-connectedness mediated these associations. A total of 283 primary school children (87 with dyslexia) and their caregivers (95.4% mothers) completed a battery of well-validated connectedness and mental health measures. Two mediation models (one for child-report and one for caregiver-report) tested direct and indirect effects of dyslexia on anxiety, depression and conduct problems via several domains of school-connectedness. After controlling for gender and neurodevelopmental conditions other than dyslexia, there were no direct effects of dyslexia on child- or caregiver-reported internalising symptoms or child-reported conduct problems. Dyslexia was associated with child and caregiver reported anxiety, depression and conduct problems via low levels of school (but not teacher, friend or peer) connectedness. Findings highlight school-connectedness as an important intervention target for the mental health of children with dyslexia. Future research is needed to test associations between dyslexia, school-connectedness and mental health over time.
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Affiliation(s)
- Adrienne Wilmot
- Curtin School of Population Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Penelope Hasking
- Curtin School of Population Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin enAble Institute, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Suze Leitão
- Curtin enAble Institute, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Elizabeth Hill
- Curtin enAble Institute, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Mark Boyes
- Curtin School of Population Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin enAble Institute, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
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Li M, Zhao W, Liu M, Zhang L, Li G. Mental health among children with and without reading difficulties. ANNALS OF DYSLEXIA 2024; 74:27-46. [PMID: 38157126 DOI: 10.1007/s11881-023-00296-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2023] [Accepted: 12/18/2023] [Indexed: 01/03/2024]
Abstract
This study explored the relationship between mental health, i.e., depression and anxiety, and reading difficulties (RD) in Chinese elementary school children. Participants were 1535 grades 3, 4, and 5 students from three elementary schools in Xi'an, China. Children with and without RD were compared to their depression and anxiety. Additionally, children's self-ratings, parents' ratings, and teachers' ratings of depression and anxiety were compared to better understand mental health issues of Chinese children with RD. The findings showed that Chinese children with RD experienced more depression but not anxiety compared to their typically developing peers across all three grade levels. Reports from all three informants consistently reflected that children with RD experienced more depression. However, some inconsistencies were found between self-reported levels of depression and anxiety and the observations made by parents and teachers. Children reported experiencing more depression than their parents and teachers observed but less anxiety than their parents reported. This study emphasizes the importance of understanding the links between RD and mental health and the need for appropriate intervention programs to help children with RD cope with the mental health challenges.
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Affiliation(s)
- Miao Li
- Department of Curriculum & Instruction, College of Education, University of Houston, 3657 Cullen Blvd, Houston, TX, 77204, USA.
| | - Wei Zhao
- Department of Special Education, School of Education, Shaanxi Normal University, Xi'an, China
| | - Mengmeng Liu
- Department of Special Education, School of Education, Shaanxi Normal University, Xi'an, China
| | - Lele Zhang
- Lugang Primary School of Shaanxi Normal University, Xi'an, China
| | - Gen Li
- Department of Educational and Psychological Studies, University of South Florida, Tampa, USA
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Piko BF, Dudok R. Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD). CHILDREN (BASEL, SWITZERLAND) 2023; 10:1741. [PMID: 38002832 PMCID: PMC10670760 DOI: 10.3390/children10111741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Revised: 10/23/2023] [Accepted: 10/25/2023] [Indexed: 11/26/2023]
Abstract
Specific Learning Disorders (SLD) have become a major concern in modern societies. It is essential to detect their emotional, behavioral and social consequences as early as childhood. The aim of this study is to examine a set of strengths and difficulties and compare them between students with and without SLD. Participants in this study were adolescents aged 11-18 years from Budapest and villages of its Metropolitan area (Hungary) (N = 276, mean age = 13.6 years, SD = 1.8, 54.7% boys). Due to multistage sampling, a nearly equal number of students had SLD or not. In addition to sociodemographics, the Strengths and Difficulties Questionnaire (SDQ), Satisfaction With Life Scale and the Proactive Coping Inventory were included in the survey, and t-test, correlation and logistic regression analysis were applied in statistical analyses. Our findings suggest that in early adolescence (ages 11-14 years), conduct and peer problems, in late adolescence (ages 15-18 years), emotional problems, highlighted SLD. In terms of strengths, prosocial behavior in children with SLD may compensate difficulties, especially at a younger age. Students from lower SES families and those having parents with a lower educational level are more likely to have a diagnosis of SLD. Teachers and special educators should take care of improving the adolescents' prosociality, social and coping skills and listening to emotional, conduct and peer problems in those with SLD.
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Affiliation(s)
- Bettina F. Piko
- Department of Behavioral Sciences, University of Szeged, 6722 Szeged, Hungary
| | - Réka Dudok
- Doctoral School of Education, University of Szeged, 6722 Szeged, Hungary;
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Vidal-Ribas P, Govender T, Yu J, Sundaram R, Perlis RH, Gilman SE. Children's cognitive performance and suicide risk through middle adulthood. J Child Psychol Psychiatry 2023; 64:1480-1491. [PMID: 37263773 PMCID: PMC10524389 DOI: 10.1111/jcpp.13841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/14/2023] [Indexed: 06/03/2023]
Abstract
BACKGROUND Longitudinal studies show that lower cognitive performance in adolescence and early adulthood is associated with higher risk of suicide death throughout adulthood. However, it is unclear whether this cognitive vulnerability originates earlier in childhood since studies conducted in children are scarce and have inconsistent results. METHODS Vital status of 49,853 individuals born between 1959 and 1966 to participants in the Collaborative Perinatal Project cohort was determined by a probabilistic linkage to the National Death Index, covering all US deaths occurring from 1979 through 2016. Cox proportional hazard models were used to examine associations of general, verbal, and non-verbal intelligence at ages 4 and 7, and academic skills at age 7 with suicide death coded according to ICD-9/10 criteria, while accounting for sociodemographic and pregnancy factors previously associated with suicide in this sample. RESULTS By the end of 2016, 288 cohort members had died by suicide. Cognitive performance at 7 years on tests with verbal components was associated with suicide risk (average vs. high verbal intelligence, HR = 1.97, 95% CI 1.05-3.71; low vs. high spelling skills, HR = 2.02, 95% CI 1.16-3.51; low vs. high reading skills, HR = 2.01, 95% CI 1.27-3.17). Associations were still evident, especially for verbal intelligence and reading skills, but hazard ratios were attenuated after adjusting for prenatal and sociodemographic factors at birth (verbal intelligence, HR = 1.97, 95% CI 1.03-3.78; spelling, HR = 1.61, 95% CI 0.90-2.88; reading, HR = 1.67, 95% CI 1.02-2.72). CONCLUSIONS Childhood neurocognitive performance is associated with vulnerability to suicide mortality through middle-adulthood, suggesting that there might be a cognitive diathesis for suicide originating in early childhood. Future studies should examine how multiple domains of childhood cognitive performance contribute to vulnerability to suicide risk, including by increasing risk for social and environmental factors that are associated not only with suicide but also with many types of psychiatric disorders.
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Affiliation(s)
- Pablo Vidal-Ribas
- Social and Behavioral Sciences Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland, US
- Child and Adolescent Mental Health Research Group, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Barcelona, Spain
| | - Theemeshni Govender
- Social and Behavioral Sciences Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland, US
| | - Jing Yu
- Social and Behavioral Sciences Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland, US
| | - Rajeshwari Sundaram
- Biostatistics and Bioinformatics Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland, US
| | - Roy H. Perlis
- Center for Quantitative Health, Center for Genomic Medicine and Department of Psychiatry, Massachusetts General Hospital, Boston, Massachusetts, US
- Department of Psychiatry, Harvard Medical School, Boston, Massachusetts, US
| | - Stephen E. Gilman
- Social and Behavioral Sciences Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland, US
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, US
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Soares S, Boyes ME, Parrila R, Badcock NA. Does reading anxiety impact on academic achievement in higher education students? DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:179-198. [PMID: 37165419 PMCID: PMC10946889 DOI: 10.1002/dys.1738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 03/23/2023] [Accepted: 04/24/2023] [Indexed: 05/12/2023]
Abstract
Poor readers have lower academic achievement and increased anxiety, including reading anxiety, which may perpetuate lower academic achievement. We explored reading anxiety in university students, investigating whether the association between reading ability and academic achievement is mediated by reading anxiety (independent of general anxiety). Participants were students (n = 169, 69% female, age = 20.70) at an Australian university who completed an online reading assessment (decoding skills, phonological awareness, orthographical knowledge and comprehension), and a survey examining reading anxiety, trait anxiety and self-reported reading history. Academic achievement was based on university grades. Two reading anxiety factors (social and non-social) were identified; both factors were distinct from trait anxiety. Reading ability was negatively correlated with reading anxiety and positively correlated with academic achievement. Reading anxiety was not correlated with academic achievement and it did not mediate the relationship between reading ability and academic achievement as expected. As this was the first study to explore reading anxiety in adults, further research is required to determine the impact reading anxiety may have on university students beyond academic achievement.
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Affiliation(s)
- Sophia Soares
- School of Psychological ScienceUniversity of Western AustraliaPerthWestern AustraliaAustralia
| | - Mark E. Boyes
- Curtin School of Population Health, Faculty of Health SciencesCurtin UniversityBentleyWestern AustraliaAustralia
| | - Rauno Parrila
- Department of Education StudiesMacquarie UniversityMacquarie ParkNew South WalesAustralia
- Macquarie University Centre for ReadingMacquarie UniversityMacquarie ParkNew South WalesAustralia
| | - Nicholas A. Badcock
- School of Psychological ScienceUniversity of Western AustraliaPerthWestern AustraliaAustralia
- Macquarie University Centre for ReadingMacquarie UniversityMacquarie ParkNew South WalesAustralia
- School of Psychological ScienceMacquarie UniversityMacquarie ParkNew South WalesAustralia
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Wilmot A, Pizzey H, Leitão S, Hasking P, Boyes M. Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:40-54. [PMID: 36349866 PMCID: PMC10946500 DOI: 10.1002/dys.1729] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Revised: 09/08/2022] [Accepted: 10/12/2022] [Indexed: 06/16/2023]
Abstract
Children with dyslexia, compared with typically reading peers, are at increased risk of internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns; why this is the case is largely unknown. Our aim was to explore the socio-emotional experience of growing up with dyslexia from both child and parent perspectives. In so doing, we aimed to gain a better understanding of self-esteem and mental health in the context of dyslexia. One-to-one semi-structured interviews with 17 children with reading difficulties (aged 9-14 years; 16 with a diagnosis of dyslexia) and their mothers (interviewed separately) were analysed using Braun and Clarke's reflexive thematic analysis approach with a neurodiversity lens. We developed three themes to address the research aim: (1) Different in a good/bad way; (2) Exhausted and overwhelmed; and (3) It takes a community: Family school connections. Children discussed having "worries" and experiencing school-related stress and embarrassment. Mothers perceived children's internalising and externalising behaviour (meltdowns), school refusal, and homework resistance as emotional responses to children's school struggles due to poor "person-environment fit." Our analysis highlights the particular importance of parent support, friendship, and school-connectedness for the wellbeing of children with dyslexia.
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Affiliation(s)
- Adrienne Wilmot
- Faculty of Health SciencesSchool of Population Health, Curtin UniversityBentleyWestern AustraliaAustralia
| | - Hannah Pizzey
- Faculty of Health SciencesSchool of Population Health, Curtin UniversityBentleyWestern AustraliaAustralia
| | - Suze Leitão
- Faculty of Health SciencesSchool of Allied Health, Curtin UniversityBentleyWestern AustraliaAustralia
- Faculty of Health SciencesCurtin enAble Institute, Curtin UniversityBentleyWestern AustraliaAustralia
| | - Penelope Hasking
- Faculty of Health SciencesSchool of Population Health, Curtin UniversityBentleyWestern AustraliaAustralia
- Faculty of Health SciencesCurtin enAble Institute, Curtin UniversityBentleyWestern AustraliaAustralia
| | - Mark Boyes
- Faculty of Health SciencesSchool of Population Health, Curtin UniversityBentleyWestern AustraliaAustralia
- Faculty of Health SciencesCurtin enAble Institute, Curtin UniversityBentleyWestern AustraliaAustralia
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Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding Mental Health in Developmental Dyslexia: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1653. [PMID: 36674408 PMCID: PMC9864451 DOI: 10.3390/ijerph20021653] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 01/09/2023] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
Children with dyslexia are at elevated risk of internalising and externalising mental health concerns. Our aim was to scope the extent and nature of the literature investigating factors which may influence this association. We systematically searched the peer-reviewed and grey literature with no restrictions on the date. We included both qualitative and quantitative studies. Inclusion criteria included: (1) a focus on childhood (≤18 years) reading/learning difficulties; (2) internalising and/or externalising symptoms; and (3) a potentially modifiable third factor (e.g., self-esteem). Ninety-eight studies met the inclusion criteria. We organised the studies according to individual, family, and community-level third factors. Whilst a range of third factors were identified, relatively few researchers tested associations between the third factor and mental health in the context of dyslexia. Furthermore, there was a focus on primary rather than secondary school experience and a reliance, in many cases, on teacher/parent perspectives on children's mental health. Future researchers are encouraged to explore links between socio-emotional skills, coping strategies, school connectedness, and mental health in the context of dyslexia. Research of this nature is important to assist with the identification of children who are more (or less) at risk of mental health concerns and to inform tailored mental health programs for children with dyslexia.
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Affiliation(s)
- Adrienne Wilmot
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
| | - Penelope Hasking
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
| | - Suze Leitão
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Elizabeth Hill
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Mark Boyes
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
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Syrnyk C, McArthur A, Zwack A, Handelsman A. Supporting Young Readers: A Mixed-Methods Study of Their Literacy, Behaviour, and Perceptions When Reading Aloud to Dogs or Adults. EARLY CHILDHOOD EDUCATION JOURNAL 2022; 51:1-15. [PMID: 36312220 PMCID: PMC9589535 DOI: 10.1007/s10643-022-01392-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/01/2022] [Indexed: 06/16/2023]
Abstract
Animal-assisted interventions (AAI) have been found to benefit human emotional state and cognitive performance. Recent applications of AAI have extended to classrooms with a range of intentions including to improve literacy. This Canadian study sought to examine differences in reading performance and behaviour in early readers identified as requiring extra supports following exposure to a canine-assisted and adult-assisted reading support. Twenty-four 7- to 8-year-olds experienced both supports in random order. At the start of the study and after completion of either support learners' oral reading, reading comprehension, social functioning, and reading affect were assessed. Parents, teachers, and children were also asked a range of closed- and open-ended questions. Findings showed evidence of improvement in reading performance, particularly after reading to a dog. There was also evidence of improved social competence overall and decreased problematic behaviour, although this was dependent on order of exposure. Teacher and parent reports showed they believed both supports to improve learner skills and affect for reading, and that teachers made more distinctions here. Implications for the practical application and relevance of methodological detail for future work are discussed.
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Wissell S, Karimi L, Serry T, Furlong L, Hudson J. "You Don't Look Dyslexic": Using the Job Demands-Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10719. [PMID: 36078435 PMCID: PMC9518213 DOI: 10.3390/ijerph191710719] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Revised: 08/18/2022] [Accepted: 08/24/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Employment and job security are key influences on health and wellbeing. In Australia, little is known about the employment lifecycle of adults with dyslexia. MATERIALS AND METHODS Using a qualitative research design, this study sought to explore the experiences faced by adults with dyslexia seeking and retaining employment. In-depth interviews were conducted with a cohort either currently or previously in the labour market. We used the Job Demands Resource Model of Burnout (JD-R Model) to explore links between workplace characteristics and employee wellbeing. Deductive content analysis attained condensed and broad descriptions of participants' workplace experiences. RESULTS Dyslexic adults (n = 14) participated; majority employed part/full-time and experienced challenges throughout their employment; exhaustion and burnout at work were reported, also fear and indecision about disclosure of dyslexia. A minority reported receiving positive, useful support from team members following disclosure. CONCLUSION The JD-R Model provided a guiding framework. We found participants experienced a myriad of challenges that included risk of mental exhaustion, discrimination, limited access to support and fatigue, leaving them vulnerable to job burn-out. Dyslexia does not have to be a major barrier to success in any occupation. Yet, when in supportive, informed workplace environments, employees with dyslexia thrive.
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Affiliation(s)
- Shae Wissell
- School of Psychology and Public Health, La Trobe University, Bundoora, VIC 3086, Australia
| | - Leila Karimi
- Psychology Department, School of Applied Health, RMIT University, Melbourne, VIC 3001, Australia
- School of Medicine and Healthcare Management, Caucasus University, Tbilisi 0102, Georgia
| | - Tanya Serry
- School of Education, La Trobe University, Bundoora, VIC 3086, Australia
| | - Lisa Furlong
- School of Education, La Trobe University, Bundoora, VIC 3086, Australia
- Child Well-Being Research Institute, University of Canterbury, Christchurch 8140, New Zealand
| | - Judith Hudson
- School of Education, University Tasmania, Hobart, TAS 7001, Australia
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Kouvava S, Antonopoulou K, Kokkinos CM, Ralli AM, Maridaki-Kassotaki K. Friendship quality, emotion understanding, and emotion regulation of children with and without attention deficit/hyperactivity disorder or specific learning disorder. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2021. [DOI: 10.1080/13632752.2021.2001923] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Affiliation(s)
- Sofia Kouvava
- Department of Economics and Sustainable Development, Harokopio University, Athens, Greece
| | - Katerina Antonopoulou
- Department of Economics and Sustainable Development, Harokopio University, Athens, Greece
| | | | - Asimina M. Ralli
- Department of Psychology, National Kapodestrian University, Athens, Greece
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Brimo K, Dinkler L, Gillberg C, Lichtenstein P, Lundström S, Åsberg Johnels J. The co-occurrence of neurodevelopmental problems in dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:277-293. [PMID: 33759268 DOI: 10.1002/dys.1681] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Revised: 01/13/2021] [Accepted: 03/02/2021] [Indexed: 06/12/2023]
Abstract
The primary aim of this study was to explore the overlaps between dyslexia and a range of neurodevelopmental disorders and problems (NDPs), specifically symptoms of attention-deficit/hyperactivity disorder, autism spectrum disorder, atypical sensory perception and developmental coordination disorder. Capitalizing on a population-based sample of twins, secondary aims included estimating the heritability of dyslexia and reporting on the measurement characteristics of the scale used to assess dyslexia. A telephone interview regarding symptoms of dyslexia and other NDPs was conducted with parents of 1,688 nine-year-old twins. The prevalence and the heritability of dyslexia were estimated at 8 and 52%, respectively. The boy: girl ratio was 1.5:1. Results revealed that there was more than an eight-fold increase in (diagnostic proxy) NDPs prevalence in the dyslexia group as compared to typical readers. Quantitatively measured symptoms of inattention, oral language problems and atypical sensory perception significantly predicted dyslexia status in a multivariate analysis. By contrast, ASD-related inflexibility was inversely associated with dyslexia in the multivariate model. In sum, dyslexia often overlaps with other NDPs. The current study provides new knowledge supporting the position to move beyond isolated diagnostic categories into behavioural profiles of co-occurring problems when trying to understand the pattern of strengths and needs in individuals with dyslexia.
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Affiliation(s)
- Katarzyna Brimo
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Lisa Dinkler
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Paul Lichtenstein
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Sebastian Lundström
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Jakob Åsberg Johnels
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Speech and Language Pathology unit, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
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12
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Boyes ME, Leitão S, Claessen M, Dzidic P, Badcock NA, Nayton M. Piloting 'Clever Kids': A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:950-971. [PMID: 33368190 DOI: 10.1111/bjep.12401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 07/12/2020] [Indexed: 11/30/2022]
Abstract
Children with dyslexia are at elevated risk of internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine-week socioemotional well-being programme developed specifically for upper primary school children with dyslexia. In a small randomized-controlled trial, we tested the feasibility, efficacy, and acceptability of the Clever Kids programme. 'Forty children (Mage = 10.45 years, 65% male) with clinically diagnosed dyslexia too part in the study. Children were randomized to either attend Clever Kids (n = 20) or to a wait-list control condition (n = 20). Coping skills, self-esteem, resilience, emotion regulation, and internalizing and externalizing symptoms were measured at pre-programme, post-programme, and at three-month follow-up. Recruitment and retention rates indicate high feasibility for further evaluation of the programme. There was a significant interaction between intervention condition and time for non-productive coping [F(2, 76) = 4.29, p = 0.017, f2 = 0.11]. Children who attended Clever Kids significantly reduced their use of non-productive coping strategies, and this was maintained at three-month follow-up assessment. For all other outcomes, the interactions between intervention condition and time were non-significant. The programme appears acceptable to children with dyslexia and their families, but may be improved by further reducing the number of activities involving reading and writing. Clever Kids improved the coping skills of children with dyslexia; however, a larger trial is needed to replicate this finding and investigate whether programme attendance is associated with additional improvements in children's socioemotional well-being.
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Affiliation(s)
- Mark E Boyes
- School of Psychology, Curtin University, Perth, Western Australia, Australia
| | - Suze Leitão
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia
| | - Mary Claessen
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia
| | - Peta Dzidic
- School of Psychology, Curtin University, Perth, Western Australia, Australia
| | - Nicholas A Badcock
- School of Psychological Science, University of Western Australia, Perth, Western Australia, Australia.,Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia
| | - Mandy Nayton
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,The Dyslexia-SPELD Foundation, Perth, Western Australia, Australia
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13
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Boyes ME, Leitão S, Claessen M, Badcock NA, Nayton M. Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12409] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Mark E. Boyes
- School of Psychology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia,
| | - Suze Leitão
- School of Occupational Therapy Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia,
| | - Mary Claessen
- School of Occupational Therapy Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia,
| | - Nicholas A. Badcock
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia,
| | - Mandy Nayton
- The Dyslexia‐SPELD Foundation, Perth, Western Australia, Australia,
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Boyes ME, Tebbutt B, Preece KA, Badcock NA. Relationships between Reading Ability and Child Mental Health: Moderating Effects of Self‐Esteem. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12281] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Mark E. Boyes
- School of Psychology and Speech Pathology, Faculty of Health Sciences, Curtin University,
| | | | - Kathryn A. Preece
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University,
| | - Nicholas A. Badcock
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University,
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15
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Wilcox G, Galilee A, Stamp J, Makarenko E, MacMaster FP. The Importance of Research on Integrating Transcranial Direct Current Stimulation (TDCS) with Evidence-Based Reading Interventions. JOURNAL OF PEDIATRIC NEUROPSYCHOLOGY 2020. [DOI: 10.1007/s40817-020-00090-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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16
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Tran AH, Tremblay KA, Binder KS. The Factor Structure of Vocabulary: An Investigation of Breadth and Depth of Adults with Low Literacy Skills. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2020; 49:335-350. [PMID: 32076929 PMCID: PMC7436337 DOI: 10.1007/s10936-020-09694-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
The purpose of this study was to examine the factor structure of vocabulary. We believe that not only is vocabulary multidimensional, but depth of vocabulary knowledge should also be assessed with multiple measures since it too, is composed of multiple aspects. Furthermore, to explore the predictive validity of the different aspects of vocabulary knowledge, we assessed the relationship between vocabulary breadth, vocabulary depth, and reading comprehension in adults with low literacy skills. The participants were 103 adults. They completed 12 tasks that have been used in past studies to measure vocabulary breadth, depth, and reading comprehension. We had several important findings. First, we confirmed that all of the assessments were highly reliable for adults with low literacy skills. Second, the results of the factor analysis indicated two distinct vocabulary factors. Finally, both breadth and depth contribute independently to explaining variance in reading comprehension. Implications for vocabulary measurement are suggested.
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Affiliation(s)
- An H Tran
- Department of Psychology and Education, Mount Holyoke College, 50 College St, South Hadley, MA, 01075, USA
| | - Kathryn A Tremblay
- Department of Psychology and Education, Mount Holyoke College, 50 College St, South Hadley, MA, 01075, USA
| | - Katherine S Binder
- Department of Psychology and Education, Mount Holyoke College, 50 College St, South Hadley, MA, 01075, USA.
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17
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McArthur GM, Filardi N, Francis DA, Boyes ME, Badcock NA. Self-concept in poor readers: a systematic review and meta-analysis. PeerJ 2020; 8:e8772. [PMID: 32211239 PMCID: PMC7081778 DOI: 10.7717/peerj.8772] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Accepted: 02/21/2020] [Indexed: 11/20/2022] Open
Abstract
BACKGROUND The aims of this systematic review and meta-analyses were to determine if there is a statistically reliable association between poor reading and poor self-concept, and if such an association is moderated by domain of self-concept, type of reading impairment, or contextual factors including age, gender, reading instruction, and school environment. METHODOLOGY We searched 10 key databases for published and unpublished studies, as well as reference lists of included studies, and studies that cited included studies. We calculated standardised mean differences (SMDs) and 95% confidence intervals for one primary outcome (average self-concept) and 10 secondary outcomes (10 domains of self-concept). We assessed the data for risk of bias, heterogeneity, sensitivity, reporting bias, and quality of evidence. RESULTS Thirteen studies with 3,348 participants met our selection criteria. Meta-analyses revealed statistically significant SMDs for average self-concept (-0.57) and five domains of self-concept (reading/writing/spelling: -1.03; academic: -0.67; math: -0.64; behaviour: -0.32; physical appearance: -0.28). The quality of evidence for the primary outcome was moderate, and for secondary outcomes was low, due to lack of data. CONCLUSIONS These outcomes suggest a probable moderate association between poor reading and average self-concept; a possible strong association between poor reading and reading-writing-spelling self-concept; and possible moderate associations between poor reading and self-concept in the self-concept domains of academia, mathematics, behaviour, and physical appearance.
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Affiliation(s)
- Genevieve M. McArthur
- Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia
- Macquarie University Centre for Reading, Macquarie University, Sydney, New South Wales, Australia
| | - Nicola Filardi
- Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia
| | - Deanna A. Francis
- Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia
- Macquarie University Centre for Reading, Macquarie University, Sydney, New South Wales, Australia
| | - Mark E. Boyes
- School of Psychology, Curtin University, Perth, Western Australia, Australia
| | - Nicholas A. Badcock
- Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia
- Macquarie University Centre for Reading, Macquarie University, Sydney, New South Wales, Australia
- School of Psychological Science, University of Western Australia, Perth, Australia
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18
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McDowell M. Specific learning disability. J Paediatr Child Health 2018; 54:1077-1083. [PMID: 30294983 DOI: 10.1111/jpc.14168] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/04/2018] [Accepted: 07/04/2018] [Indexed: 12/24/2022]
Abstract
Specific learning disabilities (SLD) have an impact on discrete areas of academic function. They result in a level of difficulty that is unexpected when considered in the context of a student's overall intellectual and academic competence. A common example is dyslexia, an SLD that affects the acquisition of literacy. Medical professionals have an important role to play in the evaluation and management of SLD. The medical role is founded on the fact that these conditions are biologically based and have the potential to cause significant harm for the developing child. Even if details of biological causation are not possible to demonstrate for individual children, medical professionals may, nevertheless, make an important judgement call regarding the likelihood of aetiology. When learning problems are medically based, it is clearly unreasonable to expect children to do more than they are able and to learn faster than is reasonable. Advocacy around these biological presumptions and their implications is a major contribution to the well-being of children who have SLD.
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Affiliation(s)
- Michael McDowell
- School of Medicine, University of Queensland, Brisbane, Queensland, Australia.,Child Development Network, Brisbane, Queensland, Australia.,Neurodevelopmental and Behavioural Paediatric Society of Australasia (https://nbpsa.org/)
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19
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Hodge MA, Sutherland R, Jeng K, Bale G, Batta P, Cambridge A, Detheridge J, Drevensek S, Edwards L, Everett M, Ganesalingam K, Geier P, Kass C, Mathieson S, McCabe M, Micallef K, Molomby K, Ong N, Pfeiffer S, Pope S, Tait F, Williamsz M, Young-Dwarte L, Silove N. Agreement between telehealth and face-to-face assessment of intellectual ability in children with specific learning disorder. J Telemed Telecare 2018; 25:431-437. [DOI: 10.1177/1357633x18776095] [Citation(s) in RCA: 36] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Introduction Access to cognitive assessments for children living remotely is limited. Telehealth represents a potential cost- and time-effective solution. A pilot study was conducted to determine the feasibility of telehealth to assess cognitive function in children with learning difficulties. Methods Thirty-three children (median age = 9 years 11 months), recruited from the New South Wales (NSW) Centre for Effective Reading, underwent assessment of intellectual ability. Comparisons were made between the intellectual ability index scores obtained by a psychologist sitting face-to-face with the children and another psychologist via telehealth using a web-based platform, Coviu. Results The telehealth administration method yielded comparable results to the face-to-face method. Correlation analyses showed high associations between the testing methodologies on the intellectual ability indices (correlation coefficient range = 0.981–0.997). Discussion Findings indicate that telehealth may be an alternative to face-to-face cognitive assessment. Future work in a broader range of cognitive tests and wider range of clinical populations is warranted.
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Affiliation(s)
| | | | - Kelly Jeng
- The Children’s Hospital at Westmead, Australia
| | - Gillian Bale
- New South Wales (NSW) Department of Education, Australia
| | - Paige Batta
- New South Wales (NSW) Department of Education, Australia
| | - Aine Cambridge
- New South Wales (NSW) Department of Education, Australia
| | | | | | - Lynda Edwards
- New South Wales (NSW) Department of Education, Australia
| | | | | | - Philippa Geier
- New South Wales (NSW) Department of Education, Australia
| | - Carol Kass
- New South Wales (NSW) Department of Education, Australia
| | | | - Michael McCabe
- New South Wales (NSW) Department of Education, Australia
| | - Kay Micallef
- New South Wales (NSW) Department of Education, Australia
| | - Kirsty Molomby
- New South Wales (NSW) Department of Education, Australia
| | - Natalie Ong
- The Children’s Hospital at Westmead, Australia
| | | | - Sylvia Pope
- New South Wales (NSW) Department of Education, Australia
| | - Francine Tait
- New South Wales (NSW) Department of Education, Australia
| | | | | | - Natalie Silove
- The Children’s Hospital at Westmead, Australia
- CSIRO Data 61, Australia
- The University of Sydney
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20
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Leitão S, Dzidic P, Claessen M, Gordon J, Howard K, Nayton M, Boyes ME. Exploring the impact of living with dyslexia: The perspectives of children and their parents. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 19:322-334. [PMID: 28394222 DOI: 10.1080/17549507.2017.1309068] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2016] [Accepted: 03/16/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE A small but growing body of literature indicates that children with dyslexia are at elevated risk of internalising and externalising mental health problems. However, little research addresses why this might be the case, particularly from the point of view of the children or their parents. This study therefore aimed to explore the lived experiences of children with dyslexia, and their parents. METHOD Drawing on a phenomenological approach, 13 children with dyslexia and 21 parents were interviewed. The semi-structured interviews were analysed thematically. RESULT Dyslexia was seen to impact at the individual, family and community level. Children's accounts of their experiences were ecologically situated at both the micro and mesosystem levels of Bronfenbrenner's ecological model, while parent's accounts extended to include the exosystem. Both also reflected on "difference", a theme related to cultural and attitudinal views at the level of the macrosystem. CONCLUSION Presentation of the themes contrasts the experiences of children and parents, illustrating that the experience of dyslexia is indicative of broader challenges associated with societal values and attitudes that privilege perceived ability and shame difference. This study provides information that could be used to inform and educate families and teachers about the impact of living with dyslexia.
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Affiliation(s)
- Suze Leitão
- a School of Psychology and Speech Pathology , Curtin University , Perth , WA , Australia and
| | - Peta Dzidic
- a School of Psychology and Speech Pathology , Curtin University , Perth , WA , Australia and
| | - Mary Claessen
- a School of Psychology and Speech Pathology , Curtin University , Perth , WA , Australia and
| | - Joanne Gordon
- a School of Psychology and Speech Pathology , Curtin University , Perth , WA , Australia and
| | - Kate Howard
- a School of Psychology and Speech Pathology , Curtin University , Perth , WA , Australia and
| | - Mandy Nayton
- a School of Psychology and Speech Pathology , Curtin University , Perth , WA , Australia and
- b The Dyslexia-SPELD Foundation , Perth , WA , Australia
| | - Mark E Boyes
- a School of Psychology and Speech Pathology , Curtin University , Perth , WA , Australia and
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