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

Abstract

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.

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

“…In contrast to this formulation, recent longitudinal research suggests that children with dyslexia are impaired in some aspects of psychosocial functioning before they enter school (e.g. social skills and attention), as opposed to such difficulties being secondary to the challenges these children experience in school (Parhiala et al , ). However, it should be acknowledged that the Parhiala et al () study has a number of limitations that restrict inferences based on their results.…”

“…social skills and attention), as opposed to such difficulties being secondary to the challenges these children experience in school (Parhiala et al , ). However, it should be acknowledged that the Parhiala et al () study has a number of limitations that restrict inferences based on their results. These include a small sample size, lack of control for comorbid difficulties and use of parental measures only.…”

“…However, as Mayes and Calhoun () point out, many of these previous studies on dyslexia and well‐being (e.g. Dahle, Knivsberg, & Andreassen, ; Parhiala et al , ) did not distinguish between children with ‘dyslexia only’ and those with ‘dyslexia and other comorbid difficulties’ (e.g. attention‐deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD)).…”

Socio-emotional and cognitive resilience in children with reading disabilities

“…One proposed mechanism underlying this relationship is that socio-emotional functioning issues co-occur with RD, potentially because of deficits in information-processing and impulsivity (“ primary-cause hypothesis ”; [48,49]. Another viewpoint is that socio-emotional problems arise as a secondary emotional reaction from the stress of repeated reading failure (“ secondary-cause hypothesis ”; [48,50].…”

“…Another viewpoint is that socio-emotional problems arise as a secondary emotional reaction from the stress of repeated reading failure (“ secondary-cause hypothesis ”; [48,50]. Regardless, the literature is clear that students with RD are more likely than their typically developing peers to have low self-esteem, face peer rejection, and become anxious or depressed [18,51]–additional comorbidities [52,53], low socio-economic status or social support [18,54], as well as being a female [49,51], typically exacerbate these negative outcomes. This can result in a vicious cycle whereby negative emotions and social experiences reciprocally interact with a child’s RD, limiting cognitive capacity and sustaining reading failure [19,20].…”