Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment

Aro, Tuija; Eklund, Kenneth; Eloranta, Anna‐Kaija; Närhi, Vesa; Korhonen, Elisa; Ahonen, Timo

doi:10.1177/0022219418775118

Cited by 83 publications

(76 citation statements)

References 44 publications

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“…That said, however, it is important to not completely discard the influence of FR on the home environment. Indeed, Esmaeeli et al (2018) made a reasonable argument that FR might be negatively affecting the home environment both directly and indirectly through parental education because the FR status is likely to be a contributing factor to lower parental education, as was previously reported both in Finland and in other countries ( McLaughlin et al, 2014 ; Aro et al, 2019 ). Interestingly, some studies ( Scarborough et al, 1991 ; Bus et al, 1995 ; Elbro et al, 1998 ; Snowling, 2000 ; Leinonen et al, 2001 ; Torppa et al, 2007 ) showed that parents with learning difficulties read less than their control counterparts and thus may provide less positive parental models.…”

Section: Discussionmentioning

confidence: 62%

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

et al. 2020

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This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development through Grades 1–9. We examined if parental reading and mathematical difficulties directly predict children’s academic performance and/or if they are mediated by the home learning environment. Mothers ( n = 1590) and fathers ( n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten. Tests for reading fluency, reading comprehension, and arithmetic fluency were administered to children in Grades 1, 2, 3, 4, 7, and 9. Parental reading difficulties predicted children’s reading fluency, whereas parental mathematical difficulties predicted their reading comprehension and arithmetic fluency. Familial risk was associated with neither formal nor informal home environment factors, whereas maternal education had a significant relationship with both, with higher levels of education among mothers predicting less time spent on teaching activities and more time spent on shared reading. In addition, shared reading was significantly associated with the development of reading comprehension up to Grades 3 and 4, whereas other components of the home learning environment were not associated with any assessed skills. Our study highlights that taken together, familial risk, parental education, and the home learning environment form a complex pattern of associations with children’s mathematical and reading skills.

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Section: Discussionmentioning

confidence: 62%

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

et al. 2020

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“…However, few longitudinal studies have followed children through adolescence into adulthood so evidence in limited. In one follow‐up study, Aro et al (2019) analyzed data from 430 Finnish adults who had been identified clinically as having either Reading and/or Mathematics Disorder. The database used contained records of education, sickness benefits, and other allowances.…”

Section: Outcomes For Children With Reading Disordersmentioning

confidence: 99%

Annual Research Review: Reading disorders revisited – the critical importance of oral language

Snowling

Hulme

2020

Child Psychology Psychiatry

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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.

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“…The c‐RD sample was drawn from a clinical database of the Clinic for Learning Disabilities (CLD) at the Niilo Mäki Institute in Jyväskylä, Finland. The CLD provides neuropsychological assessments for children with LDs or attention problems (see Aro et al, 2019). For the follow‐up study, individuals who had attended the CLD in childhood and reached the age of at least 20 years at follow‐up and for whom both reading and math tests scores were available ( n = 509) were identified from the archives (see Eloranta, Närhi, Eklund, Ahonen, & Aro, 2019).…”

Section: Methodsmentioning

confidence: 99%

Cognitive and non‐cognitive factors in educational and occupational outcomes—Specific to reading disability?

Kortteinen¹,

Eklund

Eloranta

et al. 2020

Dyslexia

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Low education and unemployment are common adult‐age outcomes associated with childhood RD (c‐RD). However, adult‐age cognitive and non‐cognitive factors associated with different outcomes remain unknown. We studied whether these outcomes are equally common among individuals with c‐RD and controls and whether these outcomes are related to adult‐age literacy skills or cognitive and non‐cognitive factors or their interaction with c‐RD. We examined adult participants with c‐RD (n = 48) and their matched controls (n = 37). Low education was more common among c‐RD than the controls, whereas long‐term unemployment was equally common in both groups. Moreover, adult‐age literacy skills, cognitive skills and non‐cognitive factors were related to both low education and long‐term unemployment. Only a few c‐RD‐specific associations emerged: c‐RD, especially in interaction with low verbal or reading comprehension, was associated with low education, and c‐RD in interaction with slow adult‐age reading was associated with long‐term unemployment. Avoidant coping style, emotional wellbeing and social functioning were related to education, and life‐satisfaction to unemployment irrespective of c‐RD. Thus, the non‐cognitive factors associated with education and employment are similar in individuals with and without c‐RD. Special attention should be paid to training c‐RD individuals in basic academic, social and emotional skills.

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Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment

Cited by 83 publications

References 44 publications

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

Annual Research Review: Reading disorders revisited – the critical importance of oral language

Cognitive and non‐cognitive factors in educational and occupational outcomes—Specific to reading disability?

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