Psychological Well‐being Trajectories of Individuals with Dyslexia Aged 3–11 Years

Jordan, Joanne; Dyer, Kevin

doi:10.1002/dys.1555

Cited by 23 publications

(34 citation statements)

References 43 publications

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“…that lead to negative feelings about their own performance and well-being. These results are in line with previous research that has pointed in the same direction [26][27][28].…”

Section: Emotional State and Dyslexiasupporting

confidence: 94%

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

et al. 2021

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The COVID-19 pandemic has transformed educational processes. This has had major consequences for students and, in particular, for those with special education needs. Dyslexic students suffer from widespread educational and legal invisibility, and information on their situation and that of their families during this health crisis is lacking. This article presents the results of an exploratory study based on two online surveys taken by parents (n = 327) and children with dyslexia (n = 203) through the Spanish Dyslexia Federation (acronym in Spanish “FEDIS”), the Dyslexia and Family Association (acronym in Spanish “DISFAM”), and the Ibero-American Organisation for Specific Learning Difficulties (acronym in Spanish “OIDEA”). Data were collected in May–July 2020. The results offer a comprehensive viewpoint (family and children) on the aspects that have helped and hindered learning, such as teacher and family support, emotional state, use of ICT, and the importance of the voluntary/association network. The study provides evidence of how lockdown and school closures have created additional difficulties for learning but also how certain educational processes have been bolstered with the support of technological resources that should serve as benchmarks for education policy and classroom practice.

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“…that lead to negative feelings about their own performance and well-being. These results are in line with previous research that has pointed in the same direction [26][27][28].…”

Section: Emotional State and Dyslexiasupporting

confidence: 94%

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

et al. 2021

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“…In line with this finding, Panicker and Chelliah (2016), in a study in which adolescents with LD were contrasted with a peer group with borderline intellectual functioning, reported that the adolescents with LD had a low level of resilience, indicating inadequate coping skills, and that their depression and anxiety levels increased with age. These results were supported by a later finding that upon reaching school age, individuals with RD showed a decline in wellbeing compared to children without RD (Jordan & Dyer, 2017). It is reasonable to assume that individuals with RD are more dissatisfied with their lives than non‐RD peers (Miller, 2002).…”

Section: Introductionsupporting

confidence: 61%

Cognitive and non‐cognitive factors in educational and occupational outcomes—Specific to reading disability?

Kortteinen¹,

Eklund

Eloranta

et al. 2020

Dyslexia

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Low education and unemployment are common adult‐age outcomes associated with childhood RD (c‐RD). However, adult‐age cognitive and non‐cognitive factors associated with different outcomes remain unknown. We studied whether these outcomes are equally common among individuals with c‐RD and controls and whether these outcomes are related to adult‐age literacy skills or cognitive and non‐cognitive factors or their interaction with c‐RD. We examined adult participants with c‐RD (n = 48) and their matched controls (n = 37). Low education was more common among c‐RD than the controls, whereas long‐term unemployment was equally common in both groups. Moreover, adult‐age literacy skills, cognitive skills and non‐cognitive factors were related to both low education and long‐term unemployment. Only a few c‐RD‐specific associations emerged: c‐RD, especially in interaction with low verbal or reading comprehension, was associated with low education, and c‐RD in interaction with slow adult‐age reading was associated with long‐term unemployment. Avoidant coping style, emotional wellbeing and social functioning were related to education, and life‐satisfaction to unemployment irrespective of c‐RD. Thus, the non‐cognitive factors associated with education and employment are similar in individuals with and without c‐RD. Special attention should be paid to training c‐RD individuals in basic academic, social and emotional skills.

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“…A critical problem in reading intervention research is what interventions are effective with children who struggle with reading acquisition despite receiving high‐quality Tier 1 and 2 instruction. These children, called persistently poor readers , have an increased risk for major academic difficulties and a cascading risk of socio‐emotional, attentional and behavioural problems if their intervention needs are not met (e.g., Jordan & Dyer, 2017; Parhiala et al, 2015). In this study, we aimed to examine the effects of two Tier 3 intervention programmes on the reading and spelling skills of persistently poor readers in Grade 3.…”

Section: The Present Studymentioning

confidence: 99%

Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers

Georgiou

Savage

Dunn

et al. 2020

Journal Research in Reading

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Background The purpose of this study was to examine the effects of Structured Word Inquiry (SWI; an orthography intervention with a focus on morphology and how morphology interrelates with phonology and etymology) and Simplicity intervention (a novel phonics intervention) on the reading and spelling skills of persistently poor Grade 3 readers. Methods Forty‐eight English‐speaking Canadian children (19 females, Mage = 8.73 years) with persistent reading difficulties were randomly assigned to one of three conditions: SWI, Simplicity and Control. Interventions were delivered by trained graduate students over 10 weeks, 3 times a week, for 30 minutes. Children were tested three times (pre‐test, post‐test and delayed post‐test) on measures of phonological awareness, morphological awareness, reading (Word Reading, Morphological Relatedness and Word Attack) and spelling. Results Results of hierarchical linear modelling showed a significant main effect of condition for Morphological Relatedness at post‐test favouring SWI and Simplicity over Control and a significant interaction between a latent variable of all secondary decoding measures and morphological awareness. Effect sizes (Cohen's d) showed medium to large effects for both interventions on primary outcomes of Word Reading and Morphological Relatedness. Conclusions These findings suggest that SWI and Simplicity can help persistently poor readers improve in some reading skills, but neither programme is a panacea as a number of children continued to struggle after the intervention.

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Psychological Well‐being Trajectories of Individuals with Dyslexia Aged 3–11 Years

Cited by 23 publications

References 43 publications

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

Cognitive and non‐cognitive factors in educational and occupational outcomes—Specific to reading disability?

Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers

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