Self-esteem and anxiety in the educational histories of adult dyslexic students

Riddick, Barbara; Sterling, Christopher H.; Farmer, Marion; Morgan, Steven G.

doi:10.1002/(sici)1099-0909(199912)5:4<227::aid-dys146>3.3.co;2-y

Cited by 26 publications

(38 citation statements)

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“…The current research replicated previous findings that showed no difference on self-reported anxiety (trait, state, and achievement) among RD individuals when compared to skilled readers (Nelson & Gregg, 2012;Riddick et al, 1999). As noted in the introduction, findings related to the connection between learning disabilities and anxiety (as examined by self-report questionnaires) among adults are inconsistent because of different anxiety measures and the fact that self-reports measures are vulnerable to various types of biases.…”

Section: Self-reports Of Anxiety Measures and Reading Measures In Rd supporting

confidence: 86%

“…In qualitative interviews, adults with RD reported that the stress of having learning disabilities was experienced most strongly during childhood and became much less stressful during adulthood after leaving the academic environment (Raskind, Goldberg, Higgins, & Herman, 2002).These findings suggest that anxiety from academic work among students with RD is reduced over the years (Jordan, McGladdery, & Dyer, 2014;Riddick et al, 1999;Nelson & Gregg, 2012). We will refer to academic success as those who were able to continue with their studies; second whether there is a connection between the physiological and behavioural aspects of anxiety in this population.…”

Section: Potential Links Between Anxiety and Reading Disabilitymentioning

confidence: 99%

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Calibration of Self‐Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability

2016

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Reading difficulty has been linked to anxiety in adults yet and has not been systematically studied especially in compensated adults with dyslexia. This study examined the relationships between anxiety ratings and physiological arousal while reading among adults with reading disability (RD) compared to skilled readers (SR). Nineteen compensated adults with RD and 20 SR adults were administered a battery of reading tasks and anxiety self-report questionnaires. Physiological measures of arousal were recorded during text reading task. Adults with RD scored significantly lower than SR on all cognitive and reading related measures. They showed no differences on any of the self-report anxiety measures. Interestingly, in the skilled readers' sample, physiological arousal while reading correlated with trait anxiety. No correlations between physiological and self-reported data were found in the RD sample. These findings suggest a model of resiliency in compensated adults with reading disabilities that includes lower anxiety levels and a discord between anxiety reports and actual arousal rates. Copyright © 2016 John Wiley & Sons, Ltd.

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Section: Self-reports Of Anxiety Measures and Reading Measures In Rd supporting

confidence: 86%

Section: Potential Links Between Anxiety and Reading Disabilitymentioning

confidence: 99%

Calibration of Self‐Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability

2016

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“…Although many studies report poor general mental health amongst those with dyslexia, this is not always the case, and sometimes problems are restricted to academic aspects of mental health (Zeleke, 2004). Carroll & Iles, 2006;Riddick, Sterling, Farmer, & Morgan, 1999). Carroll & Iles, 2006;Riddick, Sterling, Farmer, & Morgan, 1999).…”

Section: General and Academic Related Mental Healthmentioning

confidence: 99%

Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well‐being

2014

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This study examined levels of mathematics and statistics anxiety, as well as general mental health amongst undergraduate students with dyslexia (n = 28) and those without dyslexia (n = 71). Students with dyslexia had higher levels of mathematics anxiety relative to those without dyslexia, while statistics anxiety and general mental health were comparable for both reading ability groups. In terms of coping strategies, undergraduates with dyslexia tended to use planning-based strategies and seek instrumental support more frequently than those without dyslexia. Higher mathematics anxiety was associated with having a dyslexia diagnosis, as well as greater levels of worrying, denial, seeking instrumental support and less use of the positive reinterpretation coping strategy. By contrast, statistics anxiety was not predicted by dyslexia diagnosis, but was instead predicted by overall worrying and the use of denial and emotion focused coping strategies. The results suggest that disability practitioners should be aware that university students with dyslexia are at risk of high mathematics anxiety. Additionally, effective anxiety reduction strategies such as positive reframing and thought challenging would form a useful addition to the support package delivered to many students with dyslexia.

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“…The relationship between basic reading skills (decoding and fluency) and anxiety has been confirmed by Grills-Taquechel et al (2012). Riddick, Sterling, Farmer, and Morgan (1999) describe a vicious cycle in which reading difficulties create a tendency toward high anxiety levels, which in turn cause higher sensitivity to negative responses associated with the reading difficulties.…”

Section: Children's Anxiety and Rcmentioning

confidence: 88%

The Role of Trait Anxiety and Preoccupation With Reading Disabilities of Children and Their Mothers in Predicting Children’s Reading Comprehension

2016

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This study investigated the relationship between reading comprehension (RC), trait anxiety, and preoccupation with reading disability (RD) in 88 school children in Grades 3 through 5 and in their mothers. Children's trait anxiety had a significant direct negative relationship with RC and also mediated the association between preoccupation with RD and RC. Mothers' preoccupation with their children's RDs had a direct negative association with their children's RC. This association was also mediated through children's trait anxiety. No association was found between mothers' trait anxiety and children's RC. In a final model, RC was explained significantly by children's word reading fluency and trait anxiety as well as by their mothers' preoccupation with their children's RDs. This study extends our understanding of multicomponential models of RC by shedding light on the significant role played by anxiety- and preoccupation-related factors involving both children with RDs and their mothers.

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Self-esteem and anxiety in the educational histories of adult dyslexic students

Cited by 26 publications

References 0 publications

Calibration of Self‐Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability

Calibration of Self‐Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability

Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well‐being

The Role of Trait Anxiety and Preoccupation With Reading Disabilities of Children and Their Mothers in Predicting Children’s Reading Comprehension

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