Internalizing, externalizing and attention problems in dyslexia

Dahle, Anne Elisabeth; Knivsberg, Ann‐Mari

doi:10.1080/15017419.2013.781953

Cited by 35 publications

(17 citation statements)

References 42 publications

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“…It is beyond the aim of the present study to report an extensive exposition of the data collected on the emotional correlates of learning disorders, but what comes to the forefront is that a vast number of studies have evidenced that children with SLD often exhibit internalizing symptoms such as anxiety and depression, low self-esteem, somatic complaints, or emotional withdrawal (Arnold et al, 2005; Dahle & Knivsberg, 2013; Ingesson, 2007; Willcutt & Pennington, 2000). A review by Mugnaini et al (2009) examined evidence collected on socioemotional discomfort that is often associated with specific reading disorder from childhood to young adulthood.…”

Section: Children’s Emotional Profile In Sldmentioning

confidence: 99%

Specific Learning Disorders

et al. 2016

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Despite their ascertained neurobiological origin, specific learning disorders (SLD) often have been found to be associated with some emotional disturbances in children, and there is growing interest in the environmental and contextual variables that may modulate children's developmental trajectories. The present study was aimed at evaluating the psychological profile of parents and children and the relationships between their measures. Parents of children with SLD (17 couples, 34 participants) and parents of children with typical development (17 couples, 34 participants) were administered questionnaires assessing parenting styles, reading history, parenting stress, psychopathological indexes, and evaluations of children's anxiety and depression. Children (N = 34, 10.7 ± 1.2 years) were assessed with self-evaluation questionnaires on anxiety, depression, and self-esteem and with a scale assessing their perception of parents' qualities. Results showed that parents of children with SLD have higher parental distress, poorer reading history, and different parenting styles compared to parents of children with TD; there were no differences in psychopathological indexes. The SLD group also rated their children as more anxious and depressed. Children with SLD had lower scholastic and interpersonal self-esteem, but they report ratings of parents' qualities similar to those of TD children. Relationships between parents' and children's measures were further explored. Implications for research and practice are discussed.

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Section: Children’s Emotional Profile In Sldmentioning

confidence: 99%

Specific Learning Disorders

et al. 2016

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“…It has been used in previous research (Solheim and Uppstad, 2011;Dahle and Knivsberg, 2014). A low score is considered indicative of dyslexia and diagnostic tests are recommended for adult scores below 43 (Høien and Tønnesen, 2008 It was assumed that reduced visual acuity could affect the outcome of the experiment.…”

Section: Screeningmentioning

confidence: 99%

Is visual content in textual search interfaces beneficial to dyslexic users?

Berget

Mulvey

Sandnes

2016

International Journal of Human-Computer Studies

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“…Word Chain tests are also widely used in research [11], and is based on word recognition skills. The procedure is as follows: the participant is presented with a certain amount of word chains, where several words are put together without blank space.…”

Section: Methods Of Data Collectionmentioning

confidence: 99%

“…Points are given based on the number of correct word chains completed on time, and normative data exists for different age ranges. These tests are quick to complete, easy to evaluate and are developed in several languages and variations [11]. However, this test must also be regarded as a screening tool, and not a diagnostic test.…”

Section: Methods Of Data Collectionmentioning

confidence: 99%

Experimental Methods in IIR

Berget

MacFarlane

2019

Proceedings of the 2019 Conference on Human Information Interaction and Retrieval

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Designing user studies in the interactive information retrieval (IIR) paradigm on people with impairments may sometimes require different methodological considerations than for other users. Consequently, there may be a tension between what the community regards as being a rigorous methodology against what researchers can do ethically with their users. This paper discusses issues to consider when designing IIR studies involving people with dyslexia, such as sampling, informed consent and data collection. The conclusion is that conducting user studies on participants with dyslexia requires special considerations at all stages of the experimental design. The purpose of this paper is to raise awareness and understanding in the research community about experimental methods involving users with dyslexia, and addresses researchers, as well as editors and reviewers. Several of the issues raised do not only apply to people with dyslexia, but have implications when researching other groups, for instance elderly people and users with learning, cognitive, sensory or motor impairments. CCS CONCEPTSInformation systems➝Information retrieval➝Users and interactive retrieval➝Search interfaces • Human-centred computing➝Accessibility➝Empirical studies in accessibility

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Internalizing, externalizing and attention problems in dyslexia

Cited by 35 publications

References 42 publications

Specific Learning Disorders

Specific Learning Disorders

Is visual content in textual search interfaces beneficial to dyslexic users?

Experimental Methods in IIR

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