The association between poor reading and internalising problems: A systematic review and meta-analysis

Francis, Deanna; Caruana, Nathan; Hudson, Jennifer L.; McArthur, Genevieve

doi:10.1016/j.cpr.2018.09.002

Cited by 108 publications

(105 citation statements)

References 62 publications

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“…Over the last decade or so, clinicians, teachers, and researchers have become increasingly concerned that people with poor reading are at increased risk for poor emotional health. This concern is supported by studies reporting statistically significant associations between poor reading and emotional problems (e.g., Boyes et al, 2016;Carroll & Iles, 2006;Francis et al, 2019;Nelson, Lindstrom & Foels, 2015).…”

Section: Introductionmentioning

confidence: 95%

“…Despite this evidence, we currently lack a comprehensive theory explaining the mechanisms that link poor reading to emotional problems. As a first step towards developing such a theory, we recently conducted the first systematic review of the associations between poor reading and anxiety and poor reading and depression (Francis et al, 2019). We found a statistically significant moderate association between poor reading and anxiety (Cohen's d = 0.41), and a weak (yet statistically significant) association between poor reading and depression (Cohen's d = 0.23).…”

Section: Introductionmentioning

confidence: 98%

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Self-concept in poor readers: a systematic review and meta-analysis

McArthur

Filardi

Francis

et al. 2020

PeerJ

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Background The aims of this systematic review and meta-analyses were to determine if there is a statistically reliable association between poor reading and poor self-concept, and if such an association is moderated by domain of self-concept, type of reading impairment, or contextual factors including age, gender, reading instruction, and school environment. Methodology We searched 10 key databases for published and unpublished studies, as well as reference lists of included studies, and studies that cited included studies. We calculated standardised mean differences (SMDs) and 95% confidence intervals for one primary outcome (average self-concept) and 10 secondary outcomes (10 domains of self-concept). We assessed the data for risk of bias, heterogeneity, sensitivity, reporting bias, and quality of evidence. Results Thirteen studies with 3,348 participants met our selection criteria. Meta-analyses revealed statistically significant SMDs for average self-concept (−0.57) and five domains of self-concept (reading/writing/spelling: −1.03; academic: −0.67; math: −0.64; behaviour: −0.32; physical appearance: −0.28). The quality of evidence for the primary outcome was moderate, and for secondary outcomes was low, due to lack of data. Conclusions These outcomes suggest a probable moderate association between poor reading and average self-concept; a possible strong association between poor reading and reading-writing-spelling self-concept; and possible moderate associations between poor reading and self-concept in the self-concept domains of academia, mathematics, behaviour, and physical appearance.

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Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 98%

Self-concept in poor readers: a systematic review and meta-analysis

McArthur

Filardi

Francis

et al. 2020

PeerJ

Self Cite

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“…Estas suelen requerir presentar en público, leer en voz alta o escribir delante de la clase en la pizarra. Mostrar sus dificultades, de forma repetida, delante de todos, compañeros y profesores, puede acarrear humillación, como se ha encontrado en éste y otros estudios (Francis et al, 2019;Nelson y Harwood, 2011). El efecto es, no obstante, moderado, por lo que debería tomarse con cuidado.…”

Section: Discussionunclassified

“…Los problemas de conducta también caracterizan a los niños con dislexia, en mayor medida, comparados con sus compañeros, validando la primera hipótesis. Este hallazgo complementa y va más allá de lo encontrado en investigaciones anteriores (Eissa, 2010;Francis et al, 2019;Marinelli et al, 2016). Valida que habría problemas de conducta no solo de tipo internalizado (Francis et al, 2019) y externalizado (Einat y Einat, 2008;Eissa, 2010), sino también de otros tipos (sociales, de pensamiento y atención); además, se encuentran tanto en niños de Educación Primaria (Marinelli et al, 2016), como en adolescentes en Educación Secundaria (Eissa, 2010).…”

Section: Discussionunclassified

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Las repercusiones de la Dislexia en la Autoestima, en el Comportamiento Socioemocional y en la Ansiedad en Escolares

Zuppardo

Fuentes

Pirrone

et al. 2020

Psicología Educativa

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Are different reading problems associated with different anxiety types?

Francis

Hudson

Robidoux

et al. 2022

Applied Cognitive Psychology

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There is a reliable association between poor reading and anxiety, but we do not completely understand the specifics of this relationship. The current study included a sample of children (N = 284; M age = 9.30, SD age = 1.31) who completed a reading (word, nonword, and text reading accuracy, word, nonword, and text reading fluency, passage reading comprehension) and anxiety (social anxiety, generalized anxiety, separation anxiety, physical injury fears/phobias, panic, obsessive compulsive symptoms) assessment. Analyses included bivariate and partial correlations, principal components analysis, and hierarchical clustering. We found a very tentative suggestion in the data that there may be a specific yet weak association between reading accuracy and social anxiety. The clinical implications and directions for future research are discussed.

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The association between poor reading and internalising problems: A systematic review and meta-analysis

Cited by 108 publications

References 62 publications

Self-concept in poor readers: a systematic review and meta-analysis

Self-concept in poor readers: a systematic review and meta-analysis

Las repercusiones de la Dislexia en la Autoestima, en el Comportamiento Socioemocional y en la Ansiedad en Escolares

Are different reading problems associated with different anxiety types?

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