The role of grit and resilience in children with reading disorder: a longitudinal cohort study

Hossain, Bushra; Chen, Yingtong; Bent, Stephen; Parenteau, China; Widjaja, Felicia; Haft, Stephanie L.; Hoeft, Fumiko; Hendren, Robert L.

doi:10.1007/s11881-021-00238-w

Cited by 13 publications

(14 citation statements)

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“…Our findings extend the notion that socioemotional competence is positively related to academic adjustment more broadly in students with learning disabilities (Haft et al, 2016;Hossain et al, 2021b;Zheng et al, 2014) by connecting resilience directly to reading ability. There has been limited work to date with struggling learners that directly links socioemotional skills to specific domains of student achievement, and most extant research focused on the role of grit and/or growth mindset in younger children (Credé et al, 2017;Hossain et al, 2021b;Petscher et al, 2017;Sisk et al, 2018).…”

Section: Socioemotional Resilience Mediates Risk and Predicts Oral Re...supporting

confidence: 82%

“…On the other hand, students with learning difficulties who feel greater control over their own learning demonstrate better academic outcomes (Zheng et al, 2014). In a sample of reading impaired children and young adolescents, parent and teacher ratings of students' resilience were positively related to academic performance (Hossain et al, 2021b). By building socio-emotional competencies, students may be better equipped to face challenges (Oberle et al, 2016), particularly those associated with reading difficulties (Haft et al, 2016).…”

Section: Socioemotional Resiliencementioning

confidence: 99%

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Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

et al. 2022

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Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16–18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020–2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF). Path analyses revealed that students’ Time 2 oral reading scores were significantly and uniquely predicted by socioemotional resilience, even when controlling for word-level reading at Time 1. Socioemotional risk, EF, and perceived COVID-19 impact were not directly related to Time 2 oral reading scores; however, students’ resilience mediated the associations between risk and reading outcomes. These results demonstrate that adolescents’ mental health concerns, self-regulatory ability, and socioemotional resilience were all associated with their experiences of the COVID-19-related stress. However, despite the high-risk context of the pandemic, and socio-emotional challenges faced by students with LBLD, our findings indicate that resilience directly predicts end-of-year reading outcomes and mediates the impact of socioemotional risk on achievement.

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Section: Socioemotional Resilience Mediates Risk and Predicts Oral Re...supporting

confidence: 82%

Section: Socioemotional Resiliencementioning

confidence: 99%

Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Our findings extend the notion that socioemotional competence is positively related to academic adjustment more broadly in students with learning disabilities (Haft et al, 2016;Hossain et al, 2021b;Zheng et al, 2014) by connecting resilience directly to reading ability. There has been limited work to date with struggling learners that directly links socioemotional skills to specific domains of student achievement, and most extant research focused on the role of grit and/or growth mindset in younger children (Credé et al, 2015;Hossain et al, 2021b;Petscher et al, 2017;Sisk et al, 2018).…”

Section: Socioemotional Resilience Mediates Risk and Predicts Oral Re...supporting

confidence: 82%

“…On the other hand, students with learning difficulties who felt greater control over their own learning demonstrated better academic outcomes (Zheng et al, 2014). In a sample of reading impaired children and young adolescents, parent and teacher ratings of students' resilience were positively related to academic performance (Hossain et al, 2021b). By building socio-emotional competencies, students may be better equipped to face challenges (Oberle et al, 2016), particularly those associated with reading difficulties (Haft et al, 2016).…”

Section: Socioemotional Resiliencementioning

confidence: 99%

Risk and Resilience Correlates of Reading Among Adolescents with Language-Based Learning Disabilities During COVID-19

Marks¹,

Norton²,

Mesite³

et al. 2022

Preprint

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Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well- being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16-18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first full academic, and remote learning, year of COVID-19 (2020-2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF). Path analyses revealed that students’ Time 2 oral reading scores were significantly and uniquely predicted by socioemotional resilience, even when controlling for word-level reading at Time 1. Socioemotional risk, EF, and perceived COVID-19 impact were not directly related to Time 2 oral reading scores; however, students’ resilience mediated the associations between risk and reading outcomes. These results demonstrate that adolescents’ mental health concerns, self-regulatory ability, and socioemotional resilience were all associated with their experiences of the COVID-19-related stress. However, despite the high-risk context of the pandemic and socio-emotional challenges faced by students with LBLD, our findings indicate that resilience directly predicts end of school year reading outcomes and mediates the impact of socioemotional risk on achievement.

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“…These z scores were thereafter used in all subsequent analyses involving academic progress. This method of combining academic progress scores across schools has been used in previous analyses and publications in this cohort (Hossain, Bent, et al 2021; Hossain, Chen et al, 2021, 2021). In order to report the presence or absence of ADHD at baseline, we converted the ADHD-RS total score to a categorical variable (ADHD vs. no ADHD) using a cut-off score of 18 (Brown et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study

et al. 2022

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Objective: To investigate whether sluggish cognitive tempo (SCT) was associated with anxiety, depression, and academic performance (AP) in children with reading disorder (RD), and whether ADHD-Inattention (ADHD-IN) moderated these relationships. Method: Parents and teachers of children with RD ( N = 147, ages 6–18) completed evaluations of SCT, ADHD, anxiety, depression, and AP, every 3 months for 18 months. Baseline and longitudinal associations between SCT and outcomes, and effect moderation of ADHD-IN, were assessed. Results: Teacher-rated SCT was positively associated with teacher-rated anxiety ( p < .001) and negatively associated with AP ( p < .001) cross-sectionally and longitudinally, with significant effect modification by ADHD-IN for both outcomes. SCT was not associated with depression in adjusted cross-sectional and longitudinal analyses. There were no significant findings for any parent-reported measures. Conclusion: SCT has negative effects on anxiety and AP in children with RD among individuals with low ADHD-IN according to teacher report. Targeted treatment of SCT may provide substantial benefits.

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The role of grit and resilience in children with reading disorder: a longitudinal cohort study

Cited by 13 publications

References 53 publications

Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

Risk and Resilience Correlates of Reading Among Adolescents with Language-Based Learning Disabilities During COVID-19

The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study

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