Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?

Nalavany, Blace A.; Carawan, Lena W.; Brown, Lashaunda J.

doi:10.1111/j.1467-8578.2011.00523.x

Cited by 14 publications

(19 citation statements)

References 50 publications

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“…The research findings support the existing theory that special class provision can have a positive impact on children with dyslexia both academically and in children's positive dispositions towards their own learning experiences (Burden and Burdett 2005;Casserly 2011;Chapple and Spelman 2003). It is widely accepted that difficulties resulting from dyslexia and the negative school experiences resulting from these difficulties affect children greatly (Nalavany, Carawan, and Brown 2011). It is for this reason that every effort should be made to identify the most appropriate learning environment to suit every individual's needs, instead of creating a 'one-size fits all', cost-effective policy that ticks all the boxes in theory, but fails to deliver on the practicalities.…”

Section: Discussion Limitations and Conclusionmentioning

confidence: 97%

A review of a reading class placement for children with dyslexia, focusing on literacy attainment and pupil perspectives

Casserly¹,

Gildea²

2015

European Journal of Special Needs Education

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This research investigated a special reading class placement for children with dyslexia in the Republic of Ireland. The study compared the literacy attainments of children before and after their reading class placement, and determined in particular children's views regarding the placement. Participants included 16 children with dyslexia who had completed at least two years or maximum three years in a reading class for children with dyslexia, as well as 14 reading class and mainstream teachers. A case study was utilised to examine the three reading classes using a variety of data collection procedures including standardised assessment results, focus group and group interviews over a sustained period of time. Results indicated that children and teachers were very positive about the placement for children with dyslexia, with both children and teachers reporting academic, social, emotional, behavioural and attitudinal gains for the children in these classes. Findings from quantitative data demonstrated that children made progress in the areas of reading accuracy, comprehension and spelling, during their placement. Interestingly, findings from this study confirm that children who spent three years in the reading class made greater progress in the areas of reading accuracy and reading comprehension than children who spent two years in the reading class. However, there was no significant difference in the spelling achievement gains for children who attended the reading class placement for either two or three years. The qualitative findings revealed children's increased positive disposition towards their own learning experiences during the special reading class placement and this was reported by both children and teachers alike. However, issues regarding lack of collaborative opportunities between mainstream and reading class teachers, and differentiation of curriculum content in the mainstream classroom remained throughout the placement period.

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Section: Discussion Limitations and Conclusionmentioning

confidence: 97%

A review of a reading class placement for children with dyslexia, focusing on literacy attainment and pupil perspectives

Casserly¹,

Gildea²

2015

European Journal of Special Needs Education

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“…The 10 items that comprise the EED indicator are based on a previous concept mapping study on AWD (Nalavany et al, ). Three studies have been published using the EED measure (Carawan, Nalavany, & Jenkins, 2016; Nalavany & Carawan, ; Nalavany et al, ). Participants were instructed to rate the items, given their personal experience with dyslexia.…”

Section: Methodsmentioning

confidence: 99%

“…To the best of our knowledge, the relationship between EED and work self‐efficacy as a subjective indicator of work success has not been explored in the literature. This is surprising given the central role EED has in the everyday (Hellendoorn & Ruijssenaars, ; McNulty, ; Nalavany et al, ) and working lives of AWD (de Beer et al, ). We hypothesized that negative EED (e.g., more anxiety and sadness directly related to one's experience with dyslexia) would negatively predict work self‐efficacy above and beyond background contextual factors including age, gender, educational attainment, relationship status, and mental health diagnosis.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Negative EED may be related to living in a society that associates literacy with educational and occupational success (Nalavany & Carawan, ). AWD often describe negative school experiences as being emotionally painful and not easily forgotten in adulthood no matter how long ago the experience occurred (Alexander‐Passe, ; Nalavany et al, ; Denhart, ; McNulty, ). These traumatic experiences may be replicated in adulthood when their dyslexia is disclosed to others, including teachers (educational pursuits) and bosses (work/career).…”

Section: Literature Reviewmentioning

confidence: 99%

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The relationship between emotional experience with dyslexia and work self‐efficacy among adults with dyslexia

Nalavany

Logan²,

Carawan

2017

Dyslexia

Self Cite

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This study responds to a call for more research on working adults with dyslexia investigating how employment-related factors affect and relate to one another. Two important work-related factors are self-efficacy and emotional experience with dyslexia. Work self-efficacy is viewed one of the most vital intrapersonal capacities in the work environment. It can be viewed as a subjective indicator of work success and is conceptualized as a multidimensional construct. Research speaks to a unique emotional experience stemming from living with an often misunderstood and stereotyped learning difference. The participants were 173 working adults with dyslexia (average age = 43.5 years, females = 56.6%) who participated in a web-based survey. Hierarchical multiple regression analyses revealed that more negative or uncomfortable emotions emanating from living with dyslexia predicted lower levels of total work self-efficacy, work attributes, work competency, and work anxiety over and beyond background contextual variables. Implications of these findings are discussed.

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“…We include several covariates in the mediation analysis: ADD, ADHD, a current diagnosis of depression or anxiety, current age at time of survey (in years), gender and attendance at a regular public school or a private school specifically for students with dyslexia/LD. These variables have been shown to be related to indices of adjustment (Riggs and Han, 2009) while private school attendance appears to promote positive emotional experiences and self-esteem in adulthood (Nalavany et al, 2011a).…”

Section: Control Variablesmentioning

confidence: 99%

Adults with Dyslexia, an Invisible Disability: The Mediational Role of Concealment on Perceived Family Support and Self-Esteem

Nalavany¹,

Carawan²,

Sauber³

2013

British Journal of Social Work

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Living with a concealable stigmatised identity, adults with dyslexia are at risk for low self-esteem. The small but growing body of research on adults with dyslexia suggests that perceived family support has a direct influence on the self-esteem of adults with dyslexia. Understanding potential causal mechanisms underpinning the relationship between perceived family support and self-esteem is important to address the needs of this hidden population. To be sure, adults with dyslexia often face complex decisions regarding disclosure. According to theoretical and empirical literature, concealment or chronic fear of and hesitancy towards disclosing their invisible identity paves the way for negative affective states including low self-esteem. The present study examined the mediational effect of how concealment may account for the empirical link between perceived family support and self-esteem. The participants were 224 adults with dyslexia who participated in a web-based survey and predominantly resided in the USA. A bootstrapping analysis (a contemporary approach to mediational analysis) revealed that concealment mediated the relationship between perceived family support and self-esteem. Implications for social work practice and research are discussed.

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Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?

Cited by 14 publications

References 50 publications

A review of a reading class placement for children with dyslexia, focusing on literacy attainment and pupil perspectives

A review of a reading class placement for children with dyslexia, focusing on literacy attainment and pupil perspectives

The relationship between emotional experience with dyslexia and work self‐efficacy among adults with dyslexia

Adults with Dyslexia, an Invisible Disability: The Mediational Role of Concealment on Perceived Family Support and Self-Esteem

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