Anxiety and depression among Chinese children with and without reading disabilities

Wang, Li‐Chih

doi:10.1002/dys.1691

Cited by 16 publications

(12 citation statements)

References 78 publications

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“…Dyslexia and emotional problems frequently co-occur [ 96 , 97 ]. In contrast to our results, some studies observed higher anxiety levels in dyslexic females [ 98 , 99 ], but further research on this topic is needed.…”

Section: Discussioncontrasting

confidence: 99%

Sex Differences in Comorbidity Combinations in the Swedish Population

et al. 2022

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High comorbidity rates, especially mental–physical comorbidity, constitute an increasing health care burden, with women and men being differentially affected. To gain an overview of comorbidity rates stratified by sex across a range of different conditions, this study examines comorbidity patterns within and between cardiovascular, pulmonary, skin, endocrine, digestive, urogenital, musculoskeletal, neurological diseases, and psychiatric conditions. Self-report data from the LifeGene cohort of 31,825 participants from the general Swedish population (62.5% female, 18–84 years) were analyzed. Pairwise comorbidity rates of 54 self-reported conditions in women and men and adjusted odds ratios (ORs) for their comparison were calculated. Overall, the rate of pairwise disease combinations with significant comorbidity was higher in women than men (14.36% vs. 9.40%). Among psychiatric conditions, this rate was considerably high, with 41.76% in women and 39.01% in men. The highest percentages of elevated mental–physical comorbidity in women were found for musculoskeletal diseases (21.43%), digestive diseases (20.71%), and skin diseases (13.39%); in men, for musculoskeletal diseases (14.29%), neurological diseases (11.22%), and digestive diseases (10%). Implications include the need for integrating mental and physical health care services and a shift from a disease-centered to an individualized, patient-centered focus in clinical care.

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Section: Discussioncontrasting

confidence: 99%

Sex Differences in Comorbidity Combinations in the Swedish Population

et al. 2022

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“…Given its functional impairment and impact on learning, DD is recognized as a risk factor for reduced socio-economic outcomes (Carroll et al, 2005;Aro et al, 2019) and the onset of emotional-behavioral difficulties (Hendren et al, 2018;de Lima et al, 2020;Wang, 2021;Xiao et al, 2022). Although some treatments, especially those based on phonics, have shown some efficacy in improving reading skills in children and adolescents with DD (Galuschka et al, 2014;McArthur et al, 2018;Wanzek et al, 2018), there is still some variability in response and treatments are not effective for all children (Gabrieli, 2009;Toffalini et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effects of a short and intensive transcranial direct current stimulation treatment in children and adolescents with developmental dyslexia: A crossover clinical trial

et al. 2022

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Developmental Dyslexia (DD) significantly interferes with children’s academic, personal, social, and emotional functioning. Nevertheless, therapeutic options need to be further validated and tested in randomized controlled clinical trials. The use of transcranial direct current stimulation (tDCS) has been gaining ground in recent years as a new intervention option for DD. However, there are still open questions regarding the most suitable tDCS protocol for young people with DD. The current crossover study tested the effectiveness of a short and intensive tDCS protocol, including the long-term effects, as well as the influence of age and neuropsychological processes at baseline on reading improvements. Twenty-four children and adolescents with DD were randomly assigned to receive active tDCS during the first slot and sham tDCS during the second slot or vice versa. Five consecutive daily sessions of left anodal/right cathodal tDCS set at 1 mA for 20 min were administered over the parieto-occipital regions. Reading measures (text, high frequency word, low frequency word, and non-word lists) and neuropsychological measures (visual-spatial and verbal working memory, phoneme blending, and rapid automatized naming tasks) were collected before, immediately after, 1 week and 1 month later the treatment. Our results showed that only the active tDCS condition improved non-word reading speed immediately after and 1 month later the end of the treatment compared with baseline. In addition, the improvement in non-word reading speed was significantly correlated with age and with neuropsychological measures (verbal working memory and phoneme blending) at baseline but only in the active tDCS condition. The current crossover study contributed to enforce previous effects of tDCS, including long-term effects, on non-word reading speed and to understand the effect of age and neuropsychological processes on reading outcomes. Our findings showed that tDCS could be a low-cost and easy-to-implement treatment option with long-term effects for children and adolescents with DD.

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“…A recent study by Edwards et al (2022) showed relationships between reading anxiety, reading self-concept, and reading fluency in university undergraduate students. Notably, studies have found a relationship between general anxiety and reading skills in students with and without dyslexia (Mammarella et al, 2016; Wang, 2021). Research linking reading anxiety and general anxiety in different reading skills has thus far produced inconsistent findings.…”

Section: General Anxiety Reading Anxiety and Reading Skillsmentioning

confidence: 99%

Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?

et al. 2023

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This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia.

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Anxiety and depression among Chinese children with and without reading disabilities

Cited by 16 publications

References 78 publications

Sex Differences in Comorbidity Combinations in the Swedish Population

Sex Differences in Comorbidity Combinations in the Swedish Population

Effects of a short and intensive transcranial direct current stimulation treatment in children and adolescents with developmental dyslexia: A crossover clinical trial

Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?

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