Specific Reading Impairments—Are They to Be Associated with Emotional Difficulties?

Lamm, Oren; Epstein, Rachel

doi:10.1177/002221949202500910

Cited by 14 publications

(8 citation statements)

References 7 publications

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“…A growing number of studies have confirmed the role of DD as a risk factor for high levels of internalizing symptomatology in children and adolescents (Biederman et al, 1991;Cantwell and Baker, 1991;Faraone et al, 1993;Beitchman and Young, 1997;Bäcker and Neuhäuser, 2002; see Mugnaini et al, 2009 for a review). However, some studies reported no significant differences in emotional symptomatology between DD and controls (Jorm et al, 1986;Lamm and Epstein, 1992;Newcomer et al, 1995;Miller et al, 2005;Maag and Reid, 2006).…”

Section: Introductionmentioning

confidence: 99%

Internalizing Symptoms in Developmental Dyslexia: A Comparison Between Primary and Secondary School

et al. 2020

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Although the relationship between developmental dyslexia (DD) and the risk of occurrence of internalizing symptomatology has been widely investigated in the extant literature, different findings have been reported. In this study, two experiments with two general purposes are presented. The first study investigates whether the differences in the severity of internalizing symptoms between DD and controls are greater in students attending secondary school than in those attending primary school. Sixtyfive DD and 169 controls attending primary and secondary school took part in the first study. The diagnosis of dyslexia was obtained from standardized reading tests; internalizing symptom severity was assessed with the Self Administrated Psychiatric Scales for Children and Adolescents questionnaire. The results showed that adolescents with dyslexia had an increased level of self-perceived anxiety, depression and somatic symptoms, whereas no significant differences between DD and controls emerged in childhood. In the second study, a cohort of adolescents attending secondary school (DD = 44; controls = 51) was closely analyzed to clarify whether contextual and subjective factors could contribute toward exacerbating the risk of internalizing symptomatology at that age. Internalizing symptom severity was assessed with the Child Behavior Checklist, Youth Self Report questionnaire, decision-making factors were measured with the Melbourne Decision Making Questionnaire, and student's quality of life was gaged using the Clipper test. The results showed that high levels of internalizing symptoms in DD were associated with a low level of self-esteem and the tendency to react to problematic situations with hyperactivation. By contrast, positive relationships with peers were associated with low symptom severity. In conclusion, the intensified internalizing symptoms that could emerge in adolescents in association with the presence of dyslexia are predicted by social protective and risk factors that are associated with symptom severity. Accordingly, the results suggest that remediation programs for dyslexia should include implementing motivation strategies, self-esteem enhancement activities and building peers networks that, starting in childhood, can prevent the appearance of internalizing symptoms.

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Section: Introductionmentioning

confidence: 99%

Internalizing Symptoms in Developmental Dyslexia: A Comparison Between Primary and Secondary School

et al. 2020

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“…Some studies have failed to find differences in the emotional profile of subjects with and without SLD (Lamm & Epstein, 1992;Jorm, Share, Matthews, & McLean, 1986;Miller, Hynd, & Miller, 2005). Others have found only marginal differences in female participants but not in males (Heath & Ross, 2000).…”

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confidence: 99%

Reading and writing: what is the relationship with anxiety and depression?

2007

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Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey. The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed 'at risk' for the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated that children 'at risk' for depression made more spelling errors in dictation of words in comparison to the control group. No differences emerged in reading tasks or with reference to the group of children 'at risk' for anxiety.School learning is a complex process. Although it is based on specific cognitive competences, it develops in interaction with other factors, for example learning contexts, personal experience, social competences and affective development. Greater attention to the relationship between emotional and cognitive states might allow for a more in-depth knowledge of the learning process and of the factors that can hinder its development, making it possible to lessen the gap between cognitive and affective research areas which have remained in opposition for too (Stein & Young, 1992).

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“…This may be due to less demand on reading skills after education is nished but may also be due to compensation for reading problems with age. Sex differences in the association between behaviour problems and dyslexia have been found in some (15) but not all studies (12,16).…”

mentioning

confidence: 99%

Behaviour problems in children with dyslexia

Heiervang

Lund

Stevenson³

et al. 2001

Nordic Journal of Psychiatry

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The association between behaviour problems and dyslexia was assessed in a population sample of 10- to 12-year-old children. Twenty-five dyslexic children and a matched control group were recruited through a screening in primary schools in the city of Bergen, Norway. For the assessment of behaviour problems the Child Behavior Checklist (CBCL), Teacher Self Report (TRF), and Youth Self Report (YSR) were filled out by parents, teachers, and children, respectively. Information on health and developmental factors were obtained from parents on a separate questionnaire designed for the study. The dyslexic group had significantly more behaviour problems than the control group according to both the CBCL and the TRF. On the YSR there was no significant difference between the groups. Dyslexic children had higher CBCL and TRF scores on the Total Behaviour Problem scale, the Internalizing and Externalizing subdomains, and the Attention problem subscale. The groups differed in social background, prenatal risk factors, birth weight, preschool language problems, and IQ, but these variables showed no relationship to the level of behaviour problems in the present sample. We conclude that pre-adolescent dyslexic children show a wide range of behaviour problems that cannot be attributed to social or developmental background variables.

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Specific Reading Impairments—Are They to Be Associated with Emotional Difficulties?

Cited by 14 publications

References 7 publications

Internalizing Symptoms in Developmental Dyslexia: A Comparison Between Primary and Secondary School

Internalizing Symptoms in Developmental Dyslexia: A Comparison Between Primary and Secondary School

Reading and writing: what is the relationship with anxiety and depression?

Behaviour problems in children with dyslexia

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