Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes

Aro, Tuija; Poikkeus, Anna‐Maija; Eklund, Kenneth; Tolvanen, Asko; Laakso, Marja‐Leena; Viholainen, Helena; Lyytinen, Heikki; Nurmi, Jari‐Erik; Ahonen, Timo

doi:10.1080/15374410903258942

Cited by 29 publications

(32 citation statements)

References 81 publications

(91 reference statements)

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“…This may negatively affect their own perception of their academic or general abilities, and hence result in lower academic or general self-concept. The idea that children with multiple impairments are at higher risk for low self-concept is consistent with cumulative risk models of developmental disorders which suggest that while a single risk factor (e.g., poor reading) may increase a child’s propensity for a cognitive, environmental, socio-emotional or physical health problem, this impairment may only reach a significant or clinical level when that single risk factor is paired with at least one other risk factor (Aro et al, 2009; Dilnot et al, 2016). …”

Section: Discussionsupporting

confidence: 62%

Low self-concept in poor readers: prevalence, heterogeneity, and risk

McArthur

Castles

Kohnen

et al. 2016

PeerJ

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There is evidence that poor readers are at increased risk for various types of low self-concept—particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers.

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Section: Discussionsupporting

confidence: 62%

Low self-concept in poor readers: prevalence, heterogeneity, and risk

McArthur

Castles

Kohnen

et al. 2016

PeerJ

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“…These studies show that cognitive outcomes worsen as the number of adversities increases. This gradient has been observed from infancy through adolescence for outcomes of general cognitive ability (8,(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32). For executive functioning, this gradient has been observed for attention at ages 3-4 y (33,34), self-regulation at 3 y (35), and delay of gratification at 8-10 y (36).…”

Section: Salient Adverse Experiences and Cognitive Developmentmentioning

confidence: 86%

Multiple adverse experiences and child cognitive development

2015

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“…Parental reading and spelling were assessed with individual tests comprising reading, spelling, phonological and orthographic processing, before the child's birth (Leinonen et al ., ). The FR and control samples showed no difference in parental educational levels (Aro et al ., ). In addition, the control sample represented the Finnish educational distribution quite accurately.…”

Section: Methodsmentioning

confidence: 97%

Psychosocial Functioning of Children with and without Dyslexia: A Follow‐up Study from Ages Four to Nine

et al. 2014

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This longitudinal study compares developmental changes in psychosocial functioning during the transition into school of children with and without dyslexia. In addition, it examines the effects of gender and family risk for dyslexia in terms of the associations between dyslexia and psychosocial functioning. Children's psychosocial functioning (social skills, inattention and externalizing and internalizing problems) was evaluated by their parents at ages 4, 6 and 9, and diagnosis for dyslexia was made at age 8 (in grade 2). The findings indicated that children with dyslexia were already rated as having poorer social skills and being more inattentive than were typical readers before their entry into school. Significant interactions of gender and diagnosis of dyslexia emerged for social skills and inattention. The social skills of boys with dyslexia improved after school entry as compared to the level of girls without dyslexia, whereas the social skills of girls with dyslexia did not improve. Boys with dyslexia were rated as showing a high level of inattention both prior to and after school entry, whereas, for girls with dyslexia, inattention ratings increased after school entry, eventually matching the boys' levels.

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Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes

Cited by 29 publications

References 81 publications

Low self-concept in poor readers: prevalence, heterogeneity, and risk

Low self-concept in poor readers: prevalence, heterogeneity, and risk

Multiple adverse experiences and child cognitive development

Psychosocial Functioning of Children with and without Dyslexia: A Follow‐up Study from Ages Four to Nine

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