LDs' Expressions of Anxiety in Terms of Minor Somatic Complaints

Margalit, Malka; Raviv, Amiram

doi:10.1177/002221948401700408

Cited by 34 publications

(24 citation statements)

References 8 publications

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“…They speculated that "some children with RD develop physical symptoms such as headaches or stomachaches in their response to the stress of academic work" (p. 1045). Margalit and Raviv (1984) similarly noted a higher prevalence of teacher-reported minor somatic complaints among children in special schools for learning disabilities relative to children in other schools.…”

Section: Emotional Problems and Poor Readingmentioning

confidence: 88%

Severity of Emotional and Behavioral Problems Among Poor and Typical Readers

Arnold

Goldston

Walsh

et al. 2005

J Abnorm Child Psychol

158

135

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The purpose of this study was to examine the severity of behavioral and emotional problems among adolescents with poor and typical single word reading ability (N = 188) recruited from public schools and followed for a median of 2.4 years. Youth and parents were repeatedly assessed to obtain information regarding the severity and course of symptoms (depression, anxiety, somatic complaints. aggression, delinquent behaviors, inattention), controlling for demographic variables and diagnosis or ADHD. After adjustment for demographic variables and ADHD, poor readers reported higher levels of depression, trait anxiety, and somatic complaints than typical readers, but there were no difference, in reported self-reported delinquent or aggressive behaviors. Parent reports indicated no difference, in depression, anxiety or aggression between the two groups but indicated more inattention, somatic complaints, and delinquent behaviors for the poor readers. School and health professionals should carefully assess youth with poor reading for behavioral and emotional symptoms and provide services when indicated.

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Section: Emotional Problems and Poor Readingmentioning

confidence: 88%

Severity of Emotional and Behavioral Problems Among Poor and Typical Readers

Arnold

Goldston

Walsh

et al. 2005

J Abnorm Child Psychol

158

135

View full text Add to dashboard Cite

show abstract

“…Thus experiencing high levels of anxiety together with low control focus and disparities between their abilities and achievements, they are inclined to be self-critical, doubt their aptitude, and have lower a self-esteem level than students who do not suffer from learning disabilities. Students with learning-disabilities have a lower achievement level, also assessing their intellectual capacities at a lower level (Heiman & Precel, 2003;Margalit & Raviv, 1984;Sobornie, 1994). Ryan (1994) posits that anxiety is the commonest emotional symptom amongst adults with reading disabilities-a product of the frustration and confusion they experienced at school.…”

Section: Discussionmentioning

confidence: 99%

The Relation between Linguistic Skills, Personality Traits, and Language Anxiety

Abu‐Rabia¹,

Peleg²,

Shakkour³

2014

OJML

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This study examines the relation between linguistic skills, personality types, and language anxiety amongst eighty Israeli Grade 11 students whose mother tongue is Hebrew and who are learning English as a second language. The participants were administered various tests measuring their basic linguistic skills in Hebrew as their first language (L1), including phonological and morphological awareness, working memory, rapid naming-and a series of language tests: vocabulary, word and text reading, pseudo-word reading, and spelling. They were also administered tests in English as a foreign language (EFL): vocabulary, word recognition, letter identification, text reading, and pseudo-word reading. All the participants completed an anxiety questionnaire with respect to both language sets, together with a personality questionnaire based on the Big Five model. The findings demonstrated a significant positive correlation between all the L1 and EFL linguistic skills. A significant negative correlation was obtained between the linguistic skills in both languages and anxiety towards English and Hebrew. The participants also exhibited similar levels of anxiety towards both languages. The results further identified the contribution made by personality types-neuroticism in particular-to the prediction of language anxiety and EFL success. All the findings are discussed in light of the literature, suggestions being made for future research possibilities.

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“…More specifically, students with learning disabilities read 3.4 grade levels below their peers without disabilities (NJCLD, 2008;NLTS II, 2003;Wagner et al, 2003;Edmonds et al, 2009;Gajria, Jitendra, Sood, & Sacks, 2007). In addition, many students with learning disabilities experience significant social and emotional strain in school, hold negative emotions about reading, and exhibit low motivation for reading including text avoidant behaviour (Bryan & Bryan, 1983;Maag & Behrens, 1989;Margalit & Raviv, 1984;Sideridis, Mouzaki, Simos, & Protopapas, 2006;Sutherland & Singh, 2004). These findings are concerning because, by middle school, academic outcomes become inexorably linked to students' independent ability to learn from text and then express what they know through text (Murnane & Levy, 1996;Biancarosa & Snow, 2006;Perfetti, Landi, & Oakhill, 2005).…”

Section: Context For the Worked Examplementioning

confidence: 99%

Prototyping Visual Learning Analytics Guided by an Educational Theory Informed Goal

Hillaire

Rappolt-Schlichtmann

Ducharme³

2016

Learning Analytics

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Prototype work can support the creation of data visualizations throughout the research and development process through paper prototypes with sketching, designed prototypes with graphic design tools, and functional prototypes to explore how the implementation will work. One challenging aspect of data visualization work is coordinating the expertise of people from a variety of roles to produce data visualizations guided by an educational theory informed goal (ETIG) in order to better support research. When collaborating, concessions must be made: typically, everyone seeks to follow the best practices established within their own disciplines. This paper attempts to illustrate how to rethink this interdisciplinary approach to adhere more strictly to educational research goals and consider how we may need to, at times, break away from best practices with the intent to evaluate the novel decisions resulting from this approach. A case study of the creation of a self-reported emotional measure is used to illustrate this type of collaboration. By taking this approach, a clear departure from best practices occurs in the scale selection for the visualization in order to support the ETIG.

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LDs' Expressions of Anxiety in Terms of Minor Somatic Complaints

Cited by 34 publications

References 8 publications

Severity of Emotional and Behavioral Problems Among Poor and Typical Readers

Severity of Emotional and Behavioral Problems Among Poor and Typical Readers

The Relation between Linguistic Skills, Personality Traits, and Language Anxiety

Prototyping Visual Learning Analytics Guided by an Educational Theory Informed Goal

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