1
|
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.
Collapse
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
| |
Collapse
|
2
|
Gearin B, Turtura J, Anderson K, Durrance S, Mele-McCarthy J, Schultz L, Spitulnik K. An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia. ANNALS OF DYSLEXIA 2024:10.1007/s11881-024-00310-1. [PMID: 38867023 DOI: 10.1007/s11881-024-00310-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 05/29/2024] [Indexed: 06/14/2024]
Abstract
This commentary article describes the results of a Delphi Method discussion between an interdisciplinary team of state dyslexia policy implementers. The authors argue that the International Dyslexia Association (IDA) definition of dyslexia from 2001 skews toward the perspectives of the research community, inadvertently creating implementation challenges for school practice. The article describes how the authors reached this determination; why they believe Vaughn et al.'s (Annals of Dyslexia, 2024) proposed definition marks an improvement over the 2001 IDA definition; and the need for continued support in the dyslexia policy implementation process, including knowledge dissemination efforts and updates to other relevant policy documents. This collaboration between policymakers, educators, and researchers contributes to the special issue by considering how the definition of dyslexia is situated in policy and practice. In so doing, it addresses a longstanding gap in academic research on how policy implementers understand and use the IDA definition.
Collapse
Affiliation(s)
- Brian Gearin
- Center On Teaching and Learning, University of Oregon, 1600 Millrace Dr., Eugene, OR, 97403, USA.
| | - Jessica Turtura
- Center On Teaching and Learning, University of Oregon, 1600 Millrace Dr., Eugene, OR, 97403, USA
| | | | - Samantha Durrance
- SERVE Center, University of North Carolina at Greensboro, Greensboro, NC, USA
| | | | | | | |
Collapse
|
3
|
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.
Collapse
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
| |
Collapse
|
4
|
Catts HW, Terry NP, Lonigan CJ, Compton DL, Wagner RK, Steacy LM, Farquharson K, Petscher Y. Revisiting the definition of dyslexia. ANNALS OF DYSLEXIA 2024:10.1007/s11881-023-00295-3. [PMID: 38194056 DOI: 10.1007/s11881-023-00295-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 12/14/2023] [Indexed: 01/10/2024]
Abstract
The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.
Collapse
Affiliation(s)
- Hugh W Catts
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA.
| | - Nicole Patton Terry
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Christopher J Lonigan
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Donald L Compton
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Richard K Wagner
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Laura M Steacy
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Kelly Farquharson
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Yaacov Petscher
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| |
Collapse
|
5
|
Martín-Ruiz I, González-Valenzuela MJ, Infante-Cañete L. Emotional Adjustment among Adolescent Students with and without Specific Learning Disabilities. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1911. [PMID: 38136113 PMCID: PMC10742324 DOI: 10.3390/children10121911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2023] [Revised: 11/30/2023] [Accepted: 12/04/2023] [Indexed: 12/24/2023]
Abstract
Adolescence is a psychologically vulnerable stage in which problems of emotional adjustment and psychological well-being can appear. The aim of this study is to analyse the relationship and comparison of emotional deficits and resources among adolescents with or without specific learning disabilities. We evaluated 80 students distributed into two groups: 40 adolescents with specific learning disabilities and 40 normative adolescents matched with the previous group in terms of age, sex, and school year. The study variables are internalising problems (anxiety and depression), externalising problems (aggression, anger control, defiant behaviour, and antisocial behaviour), and personal resources (self-esteem, social competence and integration, and awareness of problems), evaluated by means of the SENA test. The results indicate a positive relationship between externalising and internalising problems and a negative relationship between the latter and some personal resources in both groups. We also found that adolescents with specific learning disabilities displayed more internalising and externalising symptoms than their peers, greater awareness of their emotional difficulties, and lower self-esteem and social integration and competence. The findings highlight the need for preventive interventions that promote the psychological well-being and mental health of adolescents within the school setting at an early age.
Collapse
Affiliation(s)
| | | | - Lidia Infante-Cañete
- Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy, University of Málaga, 29016 Málaga, Spain; (I.M.-R.); (M.-J.G.-V.)
| |
Collapse
|
6
|
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.
Collapse
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
| |
Collapse
|
7
|
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.
Collapse
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
| |
Collapse
|
8
|
Bazen L, de Bree EH, van den Boer M, de Jong PF. Perceived negative consequences of dyslexia: the influence of person and environmental factors. ANNALS OF DYSLEXIA 2023; 73:214-234. [PMID: 36449221 DOI: 10.1007/s11881-022-00274-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 11/09/2022] [Indexed: 06/08/2023]
Abstract
Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental health (depression, anxiety). Participants were 123 Dutch students with dyslexia. Cognitive person factors (literacy skills and verbal IQ), socio-emotional person factors (self-perceived literacy skills and coping ability), and environmental factors (literacy demands, support from the institution, reactions of teachers and peers) were included as predictors. Results indicated that perceived negative consequences were not related to cognitive person factors. In contrast, better self-perceived literacy skills were associated with less perceived negative consequences in all domains (academic, depression, anxiety) and coping contributed to depression consequences. With respect to environmental factors, negative reactions in the academic environment contributed to perceived negative consequences of depression and anxiety. As such, findings indicate that individuals with dyslexia perceive negative consequences in the academic, anxiety, and depression domains which cannot be fully accounted for by their objective reading and writing problems. These factors should feature more prominently in future studies on dyslexia and should be addressed in treatment of dyslexia as well.
Collapse
Affiliation(s)
- Loes Bazen
- Research Institute of Child Development and Education, University of Amsterdam, P.O. box 15780, 1001 NG, Amsterdam, the Netherlands.
| | - Elise H de Bree
- Research Institute of Child Development and Education, University of Amsterdam, P.O. box 15780, 1001 NG, Amsterdam, the Netherlands
- Department of Education and Pedagogy, Utrecht University, P.O. Box 80140, 3580 TC, Utrecht, the Netherlands
| | - Madelon van den Boer
- Research Institute of Child Development and Education, University of Amsterdam, P.O. box 15780, 1001 NG, Amsterdam, the Netherlands
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, P.O. box 15780, 1001 NG, Amsterdam, the Netherlands
| |
Collapse
|
9
|
Martínez-Briones BJ, Flores-Gallegos R, Cárdenas SY, Barrera-Díaz BE, Fernández T, Silva-Pereyra J. Effects of neurofeedback on the self-concept of children with learning disorders. Front Psychol 2023; 14:1167961. [PMID: 37255511 PMCID: PMC10225657 DOI: 10.3389/fpsyg.2023.1167961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2023] [Accepted: 04/24/2023] [Indexed: 06/01/2023] Open
Abstract
Children with learning disorders (LDs) often have a lower self-concept than their typically developing peers. Neurofeedback (NFB) treatments seem to improve the cognitive and academic performance of these children, but the effects on self-concept have not been studied. In this exploratory study, 34 right-handed children (8-11 y.o.) with LD and delayed electroencephalographic maturation responded to the Piers-Harris Children's Self-Concept Scale. One group received NFB (n = 20), and another group (n = 14) served as control, which included 9 children treated with sham-NFB and 5 on a waiting-list. A nonparametric permutation approach was used to compare the academic performance and self-concept difference (postscores - prescores) between the NFB and control groups. Given the smaller size of the control subgroups, a comparison of the percent changes between sham-NFB and the waiting-list was performed with the non-overlap of all pairs (NAP) technique. In the NFB group, the scores of reading, math, and global self-concept increased significantly, highlighting the self-concept subdomains of physical appearance, nonanxiety, popularity, and happiness. Additionally, the sham-NFB subgroup showed better outcomes than the waiting-list subgroup, perhaps due to noncontrolled factors. We found improved academic performance and self-concept in children with LDs who received NFB treatment. This study is an important exploratory step in studying a relevant treatment that seems to ameliorate symptoms of LDs such as anxiety and low self-concept.
Collapse
Affiliation(s)
- Benito Javier Martínez-Briones
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
| | - Rodrigo Flores-Gallegos
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
| | - Sonia Y. Cárdenas
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
- Universidad Pedagógica Nacional, Querétaro, Mexico
| | - Bertha Elena Barrera-Díaz
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
| | - Thalía Fernández
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
| | - Juan Silva-Pereyra
- Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México, Tlanepantla, Estado de México, Mexico
| |
Collapse
|
10
|
Caruana N, Moffat R, Miguel-Blanco A, Cross ES. Perceptions of intelligence & sentience shape children's interactions with robot reading companions. Sci Rep 2023; 13:7341. [PMID: 37147422 PMCID: PMC10162967 DOI: 10.1038/s41598-023-32104-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Accepted: 03/21/2023] [Indexed: 05/07/2023] Open
Abstract
The potential for robots to support education is being increasingly studied and rapidly realised. However, most research evaluating education robots has neglected to examine the fundamental features that make them more or less effective, given the needs and expectations of learners. This study explored how children's perceptions, expectations and experiences are shaped by aesthetic and functional features during interactions with different robot 'reading buddies'. We collected a range of quantitative and qualitative measures of subjective experience before and after children read a book with one of three different robots. An inductive thematic analysis revealed that robots have the potential offer children an engaging and non-judgemental social context to promote reading engagement. This was supported by children's perceptions of robots as being intelligent enough to read, listen and comprehend the story, particularly when they had the capacity to talk. A key challenge in the use of robots for this purpose was the unpredictable nature of robot behaviour, which remains difficult to perfectly control and time using either human operators or autonomous algorithms. Consequently, some children found the robots' responses distracting. We provide recommendations for future research seeking to position seemingly sentient and intelligent robots as an assistive tool within and beyond education settings.
Collapse
Affiliation(s)
- Nathan Caruana
- School of Psychological Sciences, Macquarie University, Level 3, 16 University Ave, Sydney, NSW, 2109, Australia.
| | - Ryssa Moffat
- School of Psychological Sciences, Macquarie University, Level 3, 16 University Ave, Sydney, NSW, 2109, Australia
| | - Aitor Miguel-Blanco
- School of Psychological Sciences, Macquarie University, Level 3, 16 University Ave, Sydney, NSW, 2109, Australia
| | - Emily S Cross
- School of Psychological Sciences, Macquarie University, Level 3, 16 University Ave, Sydney, NSW, 2109, Australia.
- Centre for Elite Performance, Expertise and Training, Macquarie University, Sydney, Australia.
- Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, UK.
- MARCS Institute for Brain, Behaviour and Development, University of Western Sydney, Sydney, Australia.
- Department of Humanities, Social & Political Sciences (D-GESS) and the Department of Health Sciences and Technology (D-HEST), ETH Zurich, Zurich, Switzerland.
| |
Collapse
|
11
|
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.
Collapse
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
| |
Collapse
|
12
|
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.
Collapse
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
| |
Collapse
|
13
|
Moore AL, Miller TM, Moore JJ, Ledbetter C. A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children. Psychol Res Behav Manag 2023; 16:1195-1220. [PMID: 37095847 PMCID: PMC10121472 DOI: 10.2147/prbm.s397665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 04/11/2023] [Indexed: 04/26/2023] Open
Abstract
Background The state of reading proficiency among children in the United States continues to be a subject of concern among psychologists, teachers, parents, policy makers, and the education community at large. Despite the widespread use of curricular methods that teach basic reading skills, there remains a large percentage of children that struggle to read. Therefore, novel approaches to reading remediation should be explored. Purpose The aims of this study were to examine 1) the effect of a multicomponent cognitive and reading intervention on cognitive and reading skills; 2) the role of ADHD, age, sex, IQ score, and individual cognitive skills on the effectiveness of the ReadRx intervention; and 3) parent-reported behavioral outcomes following the ReadRx intervention. Methods The current study analyzed a large real-world dataset to examine cognitive, reading, and behavioral outcomes for struggling readers (n = 3527) who had completed 24 weeks (120 hours) of intense cognitive training integrated with a structured literacy intervention using ReadRx in a one-on-one clinic setting. Results Analyses of pretest and post-test scores showed statistically significant changes on all cognitive and reading measures including attention, visual processing, processing speed, long-term memory, working memory, reasoning, phonological awareness, Work Attack, phonetic coding, spelling, comprehension, and overall IQ score with medium to very large effect sizes. The results included an average 4.1-year gain in reading skills including a 6-year gain in phonological awareness. No differences were found based on age, sex, or ADHD status, and minimal differences were found based on pre-intervention IQ score and cognitive test scores. The study also included a qualitative thematic analysis of parent-reported behavioral outcomes revealing themes of improved cognition, academic performance, and psychosocial skills including confidence and perseverance. Conclusion Our findings were consistent with previous controlled studies on this intervention and offer an encouraging alternative instructional approach to reading remediation that aligns with the Science of Reading and includes intensive remediation of underlying cognitive skills.
Collapse
Affiliation(s)
- Amy Lawson Moore
- Department of Psychology, Gibson Institute of Cognitive Research, Colorado Springs, CO, USA
- Correspondence: Amy Lawson Moore, Gibson Institute of Cognitive Research, 5085 List Drive, Suite 200-A, Colorado Springs, CO, 80919, USA, Tel +1 719-219-0940, Email
| | - Terissa M Miller
- Department of Psychology, Gibson Institute of Cognitive Research, Colorado Springs, CO, USA
| | - Jeffrey J Moore
- Department of Psychology, Gibson Institute of Cognitive Research, Colorado Springs, CO, USA
| | - Christina Ledbetter
- Department of Psychology, Gibson Institute of Cognitive Research, Colorado Springs, CO, USA
- Department of Neurosurgery, Louisiana State University Health, Shreveport, LA, USA
| |
Collapse
|
14
|
Harrar-Eskinazi KL, De Cara B, Leloup G, Nothelier J, Caci H, Ziegler JC, Faure S. Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial. BMC Pediatr 2022; 22:741. [PMID: 36578007 PMCID: PMC9795620 DOI: 10.1186/s12887-022-03701-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Accepted: 10/24/2022] [Indexed: 12/29/2022] Open
Abstract
BACKGROUND Developmental dyslexia, a specific and long-lasting learning disorder that prevents children from becoming efficient and fluent readers, has a severe impact on academic learning and behavior and may compromise professional and social development. Most remediation studies are based on the explicit or implicit assumption that dyslexia results from a single cause related to either impaired phonological or visual-attentional processing or impaired cross-modal integration. Yet, recent studies show that dyslexia is multifactorial and that many dyslexics have underlying deficits in several domains. The originality of the current study is to test a remediation approach that trains skills in all three domains using different training methods that are tailored to an individual's cognitive profile as part of a longitudinal intervention study. METHODS This multicenter randomized crossover study will be conducted in three phases and will involve 120 dyslexic children between the ages of 8 and 13 years. The first phase serves as within-subject baseline period that lasts for 2 months. In this phase, all children undergo weekly speech-language therapy sessions without additional training at home (business-as-usual). During the second phase, all dyslexics receive three types of intensive interventions that last 2 month each: Phonological, visual-attentional, and cross-modal. The order of the first two interventions (phonological and visual-attentional) is swapped in two randomly assigned groups of 60 dyslexics each. This allows one to test the efficacy and additivity of each intervention (against baseline) and find out whether the order of delivery matters. During the third phase, the follow-up period, the intensive interventions are stopped, and all dyslexics will be tested after 2 months. Implementation fidelity will be assessed from the user data of the computerized intervention program and an "intention-to-treat" analysis will be performed on the children who quit the trial before the end. DISCUSSION The main objective of this study is to assess whether the three types of intensive intervention (phase 2) improve reading skills compared to baseline (i.e., non-intensive intervention, phase 1). The secondary objectives are to evaluate the effectiveness of each intervention and to test the effects of order of delivery on reading intervention outcomes. Reading comprehension, spelling performance and reading disorder impact of dyslexic readers are assessed immediately before and after the multimodal intervention and 2 months post-intervention. TRIAL REGISTRATION ClinicalTrials.gov , NCT04028310. Registered on July 18, 2019.
Collapse
Affiliation(s)
- Karine Louna Harrar-Eskinazi
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France ,grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France
| | - Bruno De Cara
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France
| | - Gilles Leloup
- grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France ,grid.503163.2Université Côte d’Azur, CoBtek, Nice, France
| | - Julie Nothelier
- grid.463724.00000 0004 0385 2989Aix-Marseille Univ, CNRS, LPC, Marseille, France
| | - Hervé Caci
- grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France
| | - Johannes C. Ziegler
- grid.463724.00000 0004 0385 2989Aix-Marseille Univ, CNRS, LPC, Marseille, France
| | - Sylvane Faure
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France
| |
Collapse
|
15
|
Brunswick N, Bargary S. Self-concept, creativity and developmental dyslexia in university students: Effects of age of assessment. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:293-308. [PMID: 35818173 PMCID: PMC9543102 DOI: 10.1002/dys.1722] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Revised: 06/13/2022] [Accepted: 06/22/2022] [Indexed: 05/25/2023]
Abstract
Educational experiences often influence self-concept. Thus, readers with dyslexia can have low self-esteem and self-efficacy, and perceive themselves as less intelligent than their peers. They may develop creativity to succeed despite their difficulties but findings are inconsistent and rarely consider the effect of age of assessment on self-perception. This study included 145 university students (Mage = 24.43 years), 72 with dyslexia; of these, 53% had been assessed in childhood (Mage = 11.89 years), 47% in adulthood (Mage = 27.38 years). A survey assessed self-esteem, self-efficacy, creativity and estimated intelligence. Students with dyslexia reported lower levels of self-esteem, self-efficacy and estimated intelligence. When assessment age was considered, those assessed early displayed lower self-esteem and self-efficacy but no difference in estimated intelligence. Those assessed late displayed lower estimated intelligence and self-esteem but no difference in self-efficacy. Findings highlight the importance of providing psychological support to students with dyslexia to enhance their self-perceptions.
Collapse
Affiliation(s)
| | - Serena Bargary
- Department of PsychologyMiddlesex UniversityLondonUK
- Priory Hospital RoehamptonLondonUK
| |
Collapse
|
16
|
Rohmer O, Doignon‐Camus N, Audusseau J, Trautmann S, Chaillou A, Popa‐Roch M. Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:309-324. [PMID: 35623893 PMCID: PMC9546046 DOI: 10.1002/dys.1713] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Revised: 03/22/2022] [Accepted: 05/04/2022] [Indexed: 06/15/2023]
Abstract
Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between "school" and "failure". The aim of the present study was to investigate how such factors contribute to academic failure in students with dyslexia. Participants were 183 French middle school students. We assessed students' self-judgement and manipulated the framing of performance tasks so that students completed literacy tasks in both academic and non-academic forms. We expected a detrimental impact of dyslexia on performance in academic but not in non-academic tasks. We also expected self-judgement to account for this difference. Students with dyslexia perceive themselves as less competent than students without dyslexia. Significantly, structural equation modeling revealed that students with dyslexia performed poorly in academic tasks, compared to students without dyslexia. This difference no longer appeared in non-academic tasks. Self-judgement of competence is a predictor of the performance of students with and without dyslexia at school and their impact is related to how the academic features of the tasks are emphasized.
Collapse
Affiliation(s)
- Odile Rohmer
- Institut National Supérieur du Professorat et de l'EducationUniversity of StrasbourgStrasbourgFrance
| | - Nadège Doignon‐Camus
- Institut National Supérieur du Professorat et de l'EducationUniversity of StrasbourgStrasbourgFrance
| | - Jean Audusseau
- Institut National Supérieur du Professorat et de l'EducationUniversity of StrasbourgStrasbourgFrance
| | - Séléna Trautmann
- Institut National Supérieur du Professorat et de l'EducationUniversity of StrasbourgStrasbourgFrance
| | - Anne‐Clémence Chaillou
- Institut National Supérieur du Professorat et de l'EducationUniversity of StrasbourgStrasbourgFrance
| | - Maria Popa‐Roch
- Institut National Supérieur du Professorat et de l'EducationUniversity of StrasbourgStrasbourgFrance
| |
Collapse
|
17
|
Komesidou R, Feller MJ, Wolter JA, Ricketts J, Rasner MG, Putman CA, Hogan TP. Educators' Perceptions of Barriers and Facilitators to the Implementation of Screeners for Developmental Language Disorder and Dyslexia. JOURNAL OF RESEARCH IN READING 2022; 45:277-298. [PMID: 36250042 PMCID: PMC9562997 DOI: 10.1111/1467-9817.12381] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Developmental language disorder (DLD) and dyslexia are common but under-identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under-identification of DLD and dyslexia, however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the U.S. around perceived barriers and facilitators to the implementation of researcher-developed screeners for DLD and dyslexia. Using thematic analysis, we identified barriers and facilitators within five domains: (1) features of the screeners, (2) preparation for screening procedures, (3) administration of the screeners, (4) demands on users, and (5) screening results. We discuss these findings and ways we can continue improving our efforts to maximize the contextual fit and utility of screening practices in schools.
Collapse
Affiliation(s)
- Rouzana Komesidou
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions
| | - Melissa J. Feller
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions
| | - Julie A. Wolter
- School of Speech, Language, Hearing, and Occupational Sciences, University of Montana
| | - Jessie Ricketts
- Department of Psychology, Royal Holloway, University of London
| | - Mary G. Rasner
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions
| | - Coille A. Putman
- School of Speech, Language, Hearing, and Occupational Sciences, University of Montana
| | - Tiffany P. Hogan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions
| |
Collapse
|
18
|
Donolato E, Cardillo R, Mammarella IC, Melby-Lervåg M. Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis. J Child Psychol Psychiatry 2022; 63:507-518. [PMID: 34747025 DOI: 10.1111/jcpp.13536] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/06/2021] [Indexed: 12/26/2022]
Abstract
BACKGROUND Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. METHODS We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. RESULTS Children with LLDs showed higher internalizing (Hedges' g = 0.36) and externalizing problems (Hedges' g = 0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. CONCLUSIONS There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs.
Collapse
Affiliation(s)
- Enrica Donolato
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | | |
Collapse
|
19
|
Huang A, Sun M, Zhang X, Lin Y, Lin X, Wu K, Huang Y. Self-Concept in Primary School Student with Dyslexia: The Relationship to Parental Rearing Styles. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189718. [PMID: 34574639 PMCID: PMC8466928 DOI: 10.3390/ijerph18189718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Revised: 09/07/2021] [Accepted: 09/13/2021] [Indexed: 02/05/2023]
Abstract
Dyslexic children may be more likely to form a negative self-concept, especially with poor educational experiences and negative parenting. The purpose of the present study was to investigate the self-concept of Chinese dyslexic children in primary school, and explore the influence factors of self-concept as well as its relationship with parenting style. A total of 50 children with dyslexia and 50 non-dyslexics matched for age, grade and gender participated in the study. We used the Piers-Harris children's self-concept scale (PHCSS) and the Chinese version of Egna Minnen Beträffande Uppfostran for Children (EMBU-C) to evaluate the self-concept and parenting styles of the study population. Our results indicated that the academic competence, popularity and general self-concept in the dyslexic group were significantly lower than those in the control group (p < 0.05). Based on the multivariate linear regression, we also found that residence (β = -0.32, p < 0.05) and physical activity (β = 0.36, p < 0.01) may influence factors self-concept in dyslexic children. In addition, a moderate and positive correlation was found between the self-concept of physical appearance and maternal emotional warmth (r = 0.36, p < 0.05) by using the Spearman correlation analysis. Our outcomes suggested that children with dyslexia have a poorer self-concept than typical developing children. The self-concept of dyslexic children should be improved in order to achieve better physical and mental development.
Collapse
Affiliation(s)
- Anyan Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
| | - Mingfan Sun
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China;
| | - Xuanzhi Zhang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
| | - Yuhang Lin
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
| | - Xuecong Lin
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
| | - Kusheng Wu
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China;
- Correspondence: (K.W.); (Y.H.); Tel.: +86-0754-8890-0445 (K.W.); +86-0754-8890-0599 (Y.H.)
| | - Yanhong Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
- Correspondence: (K.W.); (Y.H.); Tel.: +86-0754-8890-0445 (K.W.); +86-0754-8890-0599 (Y.H.)
| |
Collapse
|
20
|
Snowling MJ, Hulme C. Annual Research Review: Reading disorders revisited - the critical importance of oral language. J Child Psychol Psychiatry 2021; 62:635-653. [PMID: 32956509 DOI: 10.1111/jcpp.13324] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Revised: 07/24/2020] [Accepted: 08/11/2020] [Indexed: 02/06/2023]
Abstract
This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene-environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed.
Collapse
Affiliation(s)
- Margaret J Snowling
- Department of Experimental Psychology, University of Oxford, Oxford, UK.,St John's College, University of Oxford, Oxford, UK
| | - Charles Hulme
- Department of Education, University of Oxford, Oxford, UK
| |
Collapse
|
21
|
Rodriguez-Goncalves R, Garcia-Crespo A, Ruiz-Arroyo A, Matheus-Chacin C. Development and feasibility analysis of an assistance system for high school students with dyslexia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 111:103892. [PMID: 33578231 DOI: 10.1016/j.ridd.2021.103892] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Revised: 01/22/2021] [Accepted: 02/02/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Students with dyslexia may be at a disadvantage on timed assessments that require reading skills compared to their non-dyslexic peers, even though they are not necessarily less intelligent or less prepared than these students. AIMS The study aims to analyze the possible benefits in reading comprehension and reading fluency of students with Dyslexia when using an assistance tool in an evaluation that requires reading skills. METHODS AND PROCEDURES Each participant with dyslexia did a reading comprehension assessment in two different reading interfaces: on a white paper and in our previously developed tool, in order to assess and compare their reading comprehension and reading fluency. OUTCOMES AND RESULTS The results obtained show that students with dyslexia could benefit from the point of view of fluency and reading comprehension by using compensation software that helps them read in situations of anxiety. CONCLUSIONS AND IMPLICATIONS Properly designed assistive tools can enhance the reading skills of young people with dyslexia. The developed tool should be improved considering the improvements proposed in the present studies, in the same way it is suggested to carry out a study with a larger number of participants and evaluate them individually.
Collapse
Affiliation(s)
| | - Angel Garcia-Crespo
- Computer Science and Engineering, University Carlos III of Madrid, Leganes, Spain.
| | - Adrian Ruiz-Arroyo
- Computer Science and Engineering, University Carlos III of Madrid, Leganes, Spain.
| | | |
Collapse
|
22
|
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.
Collapse
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
| |
Collapse
|