Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme

Abstract

A dyslexia coping programme entitled Success and Dyslexia was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow-up year suggested significant positive changes at first and second follow-ups in locus of control and nonproductive coping may also be associated with increase in age. Most trends were in the expected direction, especially for students with dyslexia. At follow-up, students with dyslexia reported similar perceived control and adaptive coping to students without dyslexia rather than a decrease in these areas as is usually the case. A larger sample and an ongoing control group are needed to confirm these results.

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

“…Without specifically referring to the adolescent population, extant studies have found that internalizing symptoms associated with DD were generally related to psychological discomfort, low self-esteem (LaGreca and Stone, 1990;Riddick et al, 1999;Humphrey and Mullins, 2002;Terras et al, 2009), emotional and behavioral difficulties (Snowling et al, 2007), as well as lower academic self-esteem (Zeleke, 2004) and a lack of motivation (Rheinberg, 2006). Furthermore, some studies showed that maladaptive coping strategies often characterize DD responses to learning difficulties (Firth et al, 2013) and constitute potential risk factors for internalizing symptoms (Alexander-Passe, 2006). In the field of problem-solving conceptualization, the decision-making styles were considered as an expression of individual coping strategies (Çolakkadıoglu and Deniz, 2015).…”

Socio-emotional and cognitive resilience in children with reading disabilities

“…Early longitudinal studies implicated self-awareness, proactivity, perseverance, realistic educational plans, and appropriate goal setting in promoting resilience for well-adapted adults with RD/LD (Learning Disabilities) [55–57]. More recently, a pre- and post- study of a program for middle school students with RD showed that increases in locus of control were associated with more adaptive coping strategies, increased school engagement, and overall well-being [58]. Other studies have linked sense of coherence (an index of sense of control and resources; [59]) and self-determination (viewing oneself as a causal agent; [60]) to positive socio-emotional and academic adjustment in students with RD and other LDs.…”

A Cross‐Cultural Study on a Resilience–Stress Path Model for College Students

“…Persuasion techniques for improving selfefficacy include setting goals, receiving verbal feedback (from the counselor or others), and receiving message feedback (e.g., feedback delivered online through e-mails or social media such as Facebook and Twitter). With regard to enhancing individuals' resilience, many programs have been developed and implemented (e.g., Firth, Frydenberg, Steeg, & Bond, 2013;Gillham, Reivich, & Jaycox, 2008;Shochet et al, 2001;Spence, Sheffield, & Donovan, 2003;Waite & Richardson, 2004). Most of these programs were developed for children and adolescents, with relatively few developed for adults.…”