An examination of the relationship between dyslexia and offending in young people and the implications for the training system

Kirk, Jane; Reid, Gavin

doi:10.1002/dys.184

Cited by 50 publications

(24 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our findings are consistent with earlier studies regarding overlaps between reading problems and ADHD and depression, and extend the literature with several new findings; the excess risks of OCD, bipolar disorder, substance use disorder, and criminality have not been previously documented in samples with reading problems. The associations between reading problems and substance use disorder, and criminality, are however in keeping with prior small studies suggesting that reading problems are common in populations under drug treatment (Yates, 2013) forensic psychiatric care (Dåderman et al, 2004) and prison care (Kirk & Reid, 2001;Lindgren et al, 2002).…”

Section: Co-occurrence Analyses: Risks Of Psychiatric Disorders and Vsupporting

confidence: 59%

See 1 more Smart Citation

Reading problems and major mental disorders - co-occurrences and familial overlaps in a Swedish nationwide cohort

Cederlöf

Maughan

Larsson

et al. 2017

Journal of Psychiatric Research

View full text Add to dashboard Cite

Section: Co-occurrence Analyses: Risks Of Psychiatric Disorders and Vsupporting

confidence: 59%

“…Reading problems and psychiatric disorders 4 reading problems occur more often than would be expected by chance in forensic psychiatry (Dåderman et al, 2004) and correctional facilities (Kirk & Reid, 2001;Lindgren et al, 2002).…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

Reading problems and major mental disorders - co-occurrences and familial overlaps in a Swedish nationwide cohort

Cederlöf

Maughan

Larsson

et al. 2017

Journal of Psychiatric Research

View full text Add to dashboard Cite

“…A high percentage of individuals in UK and Swedish prisons with reading difficulties or dyslexia (30-52% of all prison inmates in tested prisons ) would suggest that many leave mainstream education unable to find gainful employment and are forced to use illegal means to support themselves and their families [46][47][48][49][50][51]. Some individuals with dyslexia (depending on educational and severity) may find it very difficult, if not impossible, to learn to read, write or do mathematics [52].…”

Section: Adults -Unsuccessful People With Dyslexiamentioning

confidence: 99%

The School’s Role in Creating Successful and Unsuccessful Dyslexics

Alexander-Passe¹

2016

J Psychol Psychother

View full text Add to dashboard Cite

IntroductionThis paper researches the experience of dyslexics at school and how these experiences can either positively drive them to success or negatively drive them into helplessness and possibly crime.The nature vs nurture argument has a long history; from John Locke [1] in 1690 arguing that humans begin in a 'blank state' and that we are the product of our environment and experiences. Of course Darwin [2] and Galton [3] should not be discounted in this discussion, and this argument is summarized in Pinker [4]. Locke, Darwin and more modern thinkers have argued that we are the product of our environment, and all human experiences are placed into the mixing pot to create the individuals we are today. Thus in the case of dyslexics, who experience 10 or more years of hardship at school, where learning in classrooms is not differentiated to their needs, and by teachers that do not recognise they have different learning needs and requirements.It is argued that some teachers have perceived un-identified dyslexic children as 'lazy and 'stupid' through: (1) a lack of dyslexia/ SEN awareness; (2) a lack of understanding of dyslexia/SEN; and (3) a lack of training to identify and differentiate to engage all learners in their classrooms, creating a lack of educational opportunity. If success breeds success, then failure must also breed failure, thus it is argued:• Successful dyslexics are a product of using failure in a positive way (resilience) and more success reinforces this positivity• Unsuccessful dyslexics are a product of using failure in a negative way (learned helplessness) and more failure reinforces this negativity Literature ReviewThis paper uses a broad empirical review to introduce the reader to different aspects of a dyslexics journey through education and in the workplace, and theories to understand their post-school experience. Sections include: dyslexia, school experience/emotional coping in dyslexics, social exclusion, defining success, successful dyslexics, unsuccessful dyslexics, the disability paradox, dyslexia and depression/ mental health, and post-traumatic growth. Elliot and Grigorenko's [6] recent influential but controversial review of literature argued that the term dyslexia poorly defines a condition that affects not only reading, writing, spelling, but also short-term memory, balance, organisation, visual difficulties. There are also difficultly with no single model of diagnosis, with diagnosis Abstract Introduction: This paper investigates school-based trauma and the life-long post-school effects of such trauma, creating successful/unsuccessful individuals in society.

show abstract

“…The relationship between selfreported reading and spelling difficulties and their objective measured skills in reading and spelling has, however, been explored among incarcerated adults (Jones, Asbjørnsen, Manger, & Eikeland, 2010;Kirk & Reid, 2001). In a recent study of the prison population in Norway, it was revealed that self-reported difficulties shared little variance with their objective measured skills in reading and spelling.…”

Section: Introductionmentioning

confidence: 96%