Growing Up with Dyslexia

Abstract

Interviews with 75 teenagers and young adults were performed to investigate how young people with dyslexia experienced school in terms of well-being, educational achievement, self-esteem, peer relations and belief in their future. Results from earlier studies suggest that secondary emotional problems are common. The first six grades in school were experienced by the interviewees as full of distress and failure for a majority. Though peer relations were often good, many had experienced bullying. As they grew older, problems were more limited to reading and writing activities. This was thought to be an effect of acknowledgement and compartmentalization of the disability along with choices of school curricula and occupations in line with subjects' talents and capacities. Academic self-esteem seemed low, and most subjects had chosen vocational programmes in secondary school and had decided not to go to college. The most optimistic subjects were those who had finished school and were permanently employed. Early diagnosis along with careful explanation of the disability was recommended as well as the encouragement of dyslexic children in areas where they can do well and which makes them view themselves positively.

Is dyslexia necessarily associated with negative feelings of self‐worth? A review and implications for future research

“…This may help to account for the findings by some researchers that the incidence of social and emotional problems among dyslexics may begin to decrease as they grow older (Bruck, 1989;Burden, 2005;Ingesson, 2007;Spreen, 1987;Boetsh et al, 1996). As Davenport (1991) suggests, the time of diagnosis and how it is explained can be important factors in its acceptance by the young person concerned and what follows.…”

“…As Davenport (1991) suggests, the time of diagnosis and how it is explained can be important factors in its acceptance by the young person concerned and what follows. Ingesson (2007) found in her study of 75 Swedish dyslexic teenagers that the mean age of diagnosis was 12 years but that just under half of the respondents claimed not to remember when or how they had been informed that they were dyslexic, or by whom. Those who did remember were fairly evenly split between those who had not reacted in any particular way, those who felt devastated and those who felt relieved to find that they were not really stupid.…”

“…Studies by Palombo (2001) and McNulty (2003) have indicated that during their early and middle school years children later identified as dyslexic are likely to call into question their intellectual abilities and to lose motivation as a consequence of their unexplained difficulties. Interview studies by Burden (2005) and Ingesson (2007) confirm that this period of trying to make sense of what may seem to be inexplicable difficulties prior to diagnosis can be quite crucial in a dyslexic child's life, and it is often here that the support and understanding of parents can make all the difference as to whether the child begins to give up or continues to keep trying (Griffiths, Norwich, & Burden, 2004;McNulty, 2003).…”

Children with Reading Disabilities and Outdoor Education

“…Internalizing problem behavior is connected with withdrawnness, somatic complaints, anxious and depression, while externalizing problem behavior is connected with delinquent and aggressive behavior (Achenbach, 1991 Moilanen et al, 2010). In addition, studies have examined different aspects of self-worth among children and youth with learning disability: When interviewing Swedish youths and grown-ups with dyslexia concerning their time in school, Ingesson (2007) found that a majority of the participants had experienced the first six years in schools with feelings of being different, inferior or stupid. Studies have also shown children with learning disabilities at risk for social maladjustments (Bauminger & Kimhi-Kind, 2008), having problems with their regulation of emotion (op.…”

An evaluation ofSuccess and Dyslexia– a multi component school-based coping program for primary school students with learning disabilities: Is it feasible?

“…Learning disabilities appear to be resistant to improvement (Ingesson, 2011;Nalavany, Carawan, & Rennick, 2010;Raskind, Golberg, Higgins, & Herman, 1999;Shaywitz, Morris, & Shaywitz, 2008;Undeim, 2009). Indeed, lack of response to intervention is now used in several countries as an indicator of the likely presence of learning disabilities (Kavale, Kauffman, Bachmeier & Lefever, 2008;National Joint Council on Learning Disabilities, 2005;Rose, 2009).…”