Dyslexia and mental health problems

Georgiou, George K.; Parrila, Rauno

doi:10.1016/b978-0-323-91497-0.00094-1

Cited by 5 publications

(3 citation statements)

References 87 publications

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“…Research regarding self-advocacy skills for students with dyslexia could contribute to supports for older students as well. Additional research about the social-emotional-behavioral (SEB) effects of dyslexia is needed (e.g., Georgiou et al, 2024). While information about SEB was seen in 18 of the states’ handbooks, these sections were generally short.…”

Section: Discussionmentioning

confidence: 99%

Understanding Dyslexia Guidance for Parents and Teachers: A Review of States' Handbooks

Brown-Chidsey,

Scott,

Hauerwas

et al. 2024

Learning Disabilities Research & Practice

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Most U.S. states have laws related to supporting students with dyslexia, including dyslexia screening, intervention, and teacher training. Additionally, 40 states have published dyslexia handbooks that include information about defining dyslexia, screening, core instruction, intervention, and progress monitoring. This study utilized a qualitative content analysis to identify the major topics and themes included in these handbooks. Results showed that most of the handbooks included details about the intended audience, defining dyslexia, methods of assessment, types of instruction and intervention, information for parents, and additional resources. Dominant themes in the handbook content were translating research to practice, educator focus, intervention over instruction, and a lack of information related to multilingual learners. The findings suggest that the current handbooks offer consistent information about the definition and features of dyslexia but do not always include information from research-based practices to support students with dyslexia.

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Section: Discussionmentioning

confidence: 99%

Understanding Dyslexia Guidance for Parents and Teachers: A Review of States' Handbooks

Brown-Chidsey,

Scott,

Hauerwas

et al. 2024

Learning Disabilities Research & Practice

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“…A considerable proportion of primary school children faces significant challenges in learning to read and/or spell (Moll et al, 2014 ) with literacy difficulties (LD) being a risk factor not only for children’s academic success but also for their mental health (Livingston et al, 2018 ; McArthur et al, 2021 ). For instance, several studies have shown that children with LD are more likely to experience anxiety symptoms than typically developing (TD) children (Carroll et al, 2005 ; Mammarella et al, 2016 ; Novita et al, 2019 ; see also Georgiou & Parrila, 2023 , for a review). These findings are also supported by a recent meta-analysis that showed a moderate association between children’s reading difficulties and anxiety (Francis et al, 2019 ).…”

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confidence: 99%

Are children with early literacy difficulties at risk for anxiety disorders in late childhood?

Kargiotidis,

Manolitsis

2023

Ann. of Dyslexia

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The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two children with typical literacy development were assessed at the beginning of grade 2 and at the end of grade 3 on standardized literacy measures (reading accuracy, text-reading fluency, reading comprehension, and spelling). In grade 5, teachers were asked to rate their children’s social and generalized anxiety levels and inattentive behavior in the school context. Results of one-way ANCOVAs showed that children with literacy difficulties were experiencing more social anxiety than typically developing children. Furthermore, children with both reading and spelling difficulties, but not those with single reading or spelling difficulties, had more social anxiety. These findings suggest that there is a close connection between early literacy difficulties and social anxiety in upper elementary grades and particularly among children with both reading and spelling difficulties. Implications for both teachers and other professionals who support children’s socioemotional development will be discussed.

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“…Individuals who lack the foundational reading skills needed to cope equitably with life and work are more likely to be unemployed or hold low paying, unpleasant or insecure jobs (OECD, 2017). Furthermore, poor literacy is a significant contributor to inequality and increases the likelihood of poor physical and social-emotional health, workplace accidents, participation in crime and welfare dependency (e.g., Cree, Kay, & Steward, 2022; Georgiou & Parrila, 2022). As Castles et al (2018) noted, reading is the basis for the acquisition of knowledge, cultural engagement, participation in a democracy and success in the workplace.…”

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confidence: 99%

Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12

Calvi,

Vieira,

Georgiou

et al. 2023

Australas. j. spec. incl. educ.

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A number of studies have examined the effects of reading interventions for younger readers; however, there does not appear to be any existing syntheses examining the effect of reading interventions on students in Years 7–12. The purpose of this study was to establish whether such a synthesis is feasible by reviewing the methodological quality of randomised controlled trial studies examining the effect of reading interventions for secondary students, using the Council for Exceptional Children (CEC) standards. A total of 17 studies were identified and reviewed. Overall, only two studies met all eight CEC quality indicators. All studies met the quality indicators for intervention agent, and context and settings. Findings, limitations and recommendations for future directions of study are discussed.

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Dyslexia and mental health problems

Cited by 5 publications

References 87 publications

Understanding Dyslexia Guidance for Parents and Teachers: A Review of States' Handbooks

Understanding Dyslexia Guidance for Parents and Teachers: A Review of States' Handbooks

Are children with early literacy difficulties at risk for anxiety disorders in late childhood?

Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12

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