2008
DOI: 10.1177/0022219408316094 View full text |Buy / Rent full text
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Abstract: The present study analyzed data from the Jyväskylä Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school year. Children's verbal intelligence was assessed at 5 years and their word and nonword reading skills at 6.5 years. The results showed that the higher the word readin… Show more

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“…These data are consistent with those found in children and adolescents with learning disabilities [28][29][30]33,34,55], although some studies have found two different attributional profiles, one adaptive and one maladaptive [56].…”
Section: Discussionsupporting
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“…These data are consistent with those found in children and adolescents with learning disabilities [28][29][30]33,34,55], although some studies have found two different attributional profiles, one adaptive and one maladaptive [56].…”
Section: Discussionsupporting
“…Accordingly, parents of children with dyslexia have expectations that are more negative. They are more reluctant to attribute their children`s successes to ability than the mothers of children without disabilities [33]. Parents of adolescents with reading disabilities have even lower expectations about their children [29].…”
Section: Emotional and Motivational Problems In Spanish-speaking Adolmentioning
“…For example, groups of mothers with and without familial risk for dyslexia (having parent or close relative with dyslexia in family history) were examined in a longitudinal study in terms of their causal attributions concerning their children's success and failure. For the group of children with familial risk of dyslexia, researchers found that mothers tended to attribute their children's success less to children's own reading and writing ability and effort, and they were less confident with their children's abilities during the first grade [60]. They argued that mothers' beliefs about improvement of children's literacy skills decreased, and feelings of hopelessness increased during the first grade.…”
Section: Informational Supportmentioning
“…They argued that mothers' beliefs about improvement of children's literacy skills decreased, and feelings of hopelessness increased during the first grade. It has been stated that mothers' lack of knowledge, and their own negative experiences about dyslexia lead to low motivation and negative attributions for success, which in turn linked with children's lower academic achievement [60]. Emphasizing the role of special education methods, effort and practice on the improvement of literacy skills can contribute to parents' awareness and supportive behaviors.…”
Section: Informational Supportmentioning
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