Corrigendum: Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa

Makgato, Mary M.; Leseyane-Kgari, Monicca; Cekiso, Madoda; Mandende, Itani P.; Masha, Rose

doi:10.4102/ajod.v11i0.1079

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, a recent study evaluating the awareness and support available to students with dyslexia in South Africa has demonstrated that teachers struggle to implement strategies that provide screening, identification, and support strategies for dyslexia [59]. While understanding and acceptance appear to be higher in Western countries, it is clear there is still room for improvement, particularly regarding the underlying mechanisms of dyslexia [60] and ongoing issues with underdiagnosis [61]. Therefore, in addition to improving teachers' overall understanding of dyslexia, teacher training would benefit from highlighting the compounding impact of negative emotions and individual differences in confidence and self-esteem identified in this review, as well as strategies to reduce these.…”

Section: Discussionmentioning

confidence: 99%

Positive Psychology Interventions to Increase Self-Esteem, Self-Efficacy, and Confidence and Decrease Anxiety among Students with Dyslexia: A Narrative Review

Abu Omar,

Kirkman,

Scott

et al. 2024

Youth

View full text Add to dashboard Cite

Dyslexia is classed as a neurobiological difficulty and is referred to as a Specific Learning Disability (SPLD) that primarily affects reading, writing, working memory (WM), and organisational skills. Positive psychology interventions (PPIs) have been found to increase self-esteem, self-efficacy, and confidence and lower anxiety among students with dyslexia. Therefore, to summarise the current evidence on PPIs, a narrative review was undertaken. The review synthesised the findings from six studies that investigated PPIs for dyslexic individuals across various education settings. Four key themes emerged: (1) characteristics and effectiveness of PPIs, (2) level of education, (3) gender differences, and (4) PPIs differences in Western and Eastern countries. The analysis revealed that group interventions in secondary schools positively impacted self-esteem and social skills among dyslexic pupils, while the efficacy of sunflower therapy for dyslexic children showed inconclusive results on academic performance but potential psychological benefits. Socioemotional wellbeing programmes for dyslexic children yielded mixed outcomes, with temporary increases in self-esteem post-programme. Mindfulness meditation demonstrated promise in improving reading accuracy and attention functions in adults with dyslexia. Positive psychology group interventions effectively enhanced subjective wellbeing, academic self-concept, and achievement among dyslexic children. Early interventions showed promise in improving coping strategies, perceived control, and overall wellbeing among students with dyslexia. This review highlights the potential benefits of diverse interventions across different educational settings, emphasising the importance of early support and targeted interventions for individuals with dyslexia.

show abstract

Section: Discussionmentioning

confidence: 99%