Dyslexia and Self-Esteem

Ridsdale, Jacky

doi:10.1007/0-306-48534-6_10

Cited by 16 publications

(20 citation statements)

References 83 publications

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“…Care should be taken to ensure that the student recognises that they are now absolved of guilt: that their dyslexic difficulties are intrinsic and not due to laziness or deficiency in basic ability (Risdale 2004). Nevertheless, they are not able to abdicate all responsibility for their progress.…”

Section: Resultsmentioning

confidence: 99%

“…The individual has to realise that they are capable of becoming competent and successful, but this will take hard work. First, one has to generate some sense of confidence and control and enhance self-efficacy and the belief that one's difficulties are modifiable and within one's locus of control (Risdale 2004).…”

Section: Resultsmentioning

confidence: 99%

“…Risdale (2004) notes the almost universally held belief in our culture that people who cannot read and spell adequately are lacking in intelligence and education. Therefore, having dyslexia can have a far-reaching impact.…”

Section: Distressmentioning

confidence: 99%

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The emotional impact of being recently diagnosed with dyslexia from the perspective of chiropractic students

Kong

2012

Journal of Further and Higher Education

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Increased awareness and improved tests have contributed to the identification of rising numbers of dyslexic students entering higher education in the United Kingdom. Nearly half of these students are not diagnosed until they start their HE courses. Studies of experiences of dyslexic students diagnosed as children exist; however, there is little comparable information on dyslexic students diagnosed as adults.This qualitative study explores the experiences of six students diagnosed with dyslexia after starting their Masters degrees. Their personal accounts were analysed using thematic analysis. The major themes identified were:The findings revealed that being diagnosed with dyslexia as an adult can be cathartic or devastating depending on the individual's current emotional status and personality. However, as they develop a deeper understanding of what dyslexia means and how it affects them as individuals, the diagnosis becomes a liberating revelation. Once the label is accepted, the individual can embrace the change in lifestyle that the diagnosis necessitates. This study provides a deeper understanding of the consequences of a late diagnosis and highlights the need for management approaches to be individually tailored to specific needs.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The emotional impact of being recently diagnosed with dyslexia from the perspective of chiropractic students

Kong

2012

Journal of Further and Higher Education

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“…People with dyslexia may also face emotional challenges such as anxiety, low selfesteem, poor self-concept, lack of confidence, frustration and anger (Burden, 2008;Carroll & Iles, 2006;Madriaga, 2007;Mortimore & Crozier, 2006;Ridsdale, 2004;Tanner, 2009). Social inclusion advocates suggest that these issues can be largely attributed to negative experiences interacting with other people and organisations within society (Madriaga, 2007;Riddick, 2011;Ridsdale, 2004).…”

Section: Societal and Personal Challengesmentioning

confidence: 95%

“…Social inclusion advocates suggest that these issues can be largely attributed to negative experiences interacting with other people and organisations within society (Madriaga, 2007;Riddick, 2011;Ridsdale, 2004). Students with dyslexia and other disabilities require emotional strength to manage these interactions and overcome prejudice experienced during them (Goode, 2007).…”

Section: Societal and Personal Challengesmentioning

confidence: 98%

Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus

MacCullagh

2014

Australian Journal of Learning Difficulties

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Psychological Well‐being Trajectories of Individuals with Dyslexia Aged 3–11 Years

Jordan

Dyer

2017

Dyslexia

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Dyslexia has been associated with a range of psychological well-being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre-existing diagnoses that sometimes co-occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well-being development from ages 3-11 years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs. Growth curve modelling results controlling for race, gender, age and family income suggested that with the exception of conduct difficulties, psychological well-being issues related to dyslexia do not occur preschool; rather, they commence upon starting school. Copyright © 2017 John Wiley & Sons, Ltd.

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Dyslexia and Self-Esteem

Cited by 16 publications

References 83 publications

The emotional impact of being recently diagnosed with dyslexia from the perspective of chiropractic students

The emotional impact of being recently diagnosed with dyslexia from the perspective of chiropractic students

Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus

Psychological Well‐being Trajectories of Individuals with Dyslexia Aged 3–11 Years

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