1
|
Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding mental health in developmental dyslexia through a neurodiversity lens: The mediating effect of school-connectedness on anxiety, depression and conduct problems. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1775. [PMID: 38837597 DOI: 10.1002/dys.1775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Revised: 12/19/2023] [Accepted: 03/05/2024] [Indexed: 06/07/2024]
Abstract
Dyslexia, a neurocognitive difference characterised by poor word-reading, is associated with elevated risk for internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns, the reasons are largely unknown. We took a neurodiversity perspective and explored whether school-connectedness mediated these associations. A total of 283 primary school children (87 with dyslexia) and their caregivers (95.4% mothers) completed a battery of well-validated connectedness and mental health measures. Two mediation models (one for child-report and one for caregiver-report) tested direct and indirect effects of dyslexia on anxiety, depression and conduct problems via several domains of school-connectedness. After controlling for gender and neurodevelopmental conditions other than dyslexia, there were no direct effects of dyslexia on child- or caregiver-reported internalising symptoms or child-reported conduct problems. Dyslexia was associated with child and caregiver reported anxiety, depression and conduct problems via low levels of school (but not teacher, friend or peer) connectedness. Findings highlight school-connectedness as an important intervention target for the mental health of children with dyslexia. Future research is needed to test associations between dyslexia, school-connectedness and mental health over time.
Collapse
Affiliation(s)
- Adrienne Wilmot
- Curtin School of Population Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Penelope Hasking
- Curtin School of Population Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin enAble Institute, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Suze Leitão
- Curtin enAble Institute, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Elizabeth Hill
- Curtin enAble Institute, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Mark Boyes
- Curtin School of Population Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin enAble Institute, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| |
Collapse
|
2
|
Mekonnen AM, Visser L, Brandenburg J. Anxiety and coping strategies among dyslexics in Ethiopia. ANNALS OF DYSLEXIA 2024; 74:66-81. [PMID: 38010579 DOI: 10.1007/s11881-023-00293-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 11/03/2023] [Indexed: 11/29/2023]
Abstract
Individuals with dyslexia have been shown to have an increased risk for developing internalizing problems. Various studies have revealed the powerful role that culture plays in determining the type of anxiety and coping strategies adopted by various groups of individuals. However, compared to the vast number of studies conducted in individualistic cultures, knowledge on collectivistic cultures with respect to this issue is still limited. This study examined anxiety and coping strategies of children with and without dyslexia in Ethiopia, where the majority of its cultural dimensions could be regarded as collectivistic. A total of 126 children with (n = 63) and without (n = 63) dyslexia, aged 8-11 (41 boys and 22 girls, in each group; and age: M = 9.43 years; SD = 1.14 and M = 9.46; SD =1.11), participated. Dyslexia was assessed using an Amharic dyslexia assessment battery, while anxiety level and coping strategy were respectively measured using the Spence Children's Anxiety Scales (SCAS) and the Children's Coping Questionnaire (CCQ), both translated into Amharic. Results indicated that dyslexia was associated with higher levels of anxiety (especially generalized anxiety) and lower levels of support-seeking coping strategies. We discuss these results in the light of the cultural and institutional context in Ethiopia.
Collapse
Affiliation(s)
| | - Linda Visser
- Behavioral Science Institute (BSI), Radboud University, Nijmegen, Netherlands
- Department of Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt, Germany
| | - Janin Brandenburg
- Department of Learning Impairments, TU Dortmund University, Dortmund, Germany
| |
Collapse
|
3
|
Kargiotidis A, Manolitsis G. Are children with early literacy difficulties at risk for anxiety disorders in late childhood? ANNALS OF DYSLEXIA 2024; 74:82-96. [PMID: 37935991 PMCID: PMC10847176 DOI: 10.1007/s11881-023-00291-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 10/25/2023] [Indexed: 11/09/2023]
Abstract
The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two children with typical literacy development were assessed at the beginning of grade 2 and at the end of grade 3 on standardized literacy measures (reading accuracy, text-reading fluency, reading comprehension, and spelling). In grade 5, teachers were asked to rate their children's social and generalized anxiety levels and inattentive behavior in the school context. Results of one-way ANCOVAs showed that children with literacy difficulties were experiencing more social anxiety than typically developing children. Furthermore, children with both reading and spelling difficulties, but not those with single reading or spelling difficulties, had more social anxiety. These findings suggest that there is a close connection between early literacy difficulties and social anxiety in upper elementary grades and particularly among children with both reading and spelling difficulties. Implications for both teachers and other professionals who support children's socioemotional development will be discussed.
Collapse
Affiliation(s)
- Apostolos Kargiotidis
- Department of Preschool Education, University of Crete, 74100, Rethymno, Crete, Greece
| | - George Manolitsis
- Department of Preschool Education, University of Crete, 74100, Rethymno, Crete, Greece.
| |
Collapse
|
4
|
Vieira APA, Peng P, Antoniuk A, DeVries J, Rothou K, Parrila R, Georgiou G. Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis. ANNALS OF DYSLEXIA 2024; 74:4-26. [PMID: 38135829 DOI: 10.1007/s11881-023-00294-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 12/13/2023] [Indexed: 12/24/2023]
Abstract
We conducted a systematic review and meta-analysis to examine if individuals with reading difficulties (RD), mathematics difficulties (MD), or unspecified learning difficulties (ULD) experience internalizing problems (i.e., anxiety, depression, somatic complaints, and social withdrawal) to the same extent, and if the effect sizes are influenced by moderators (age, internalizing problems type, anxiety type, rater type, selection criteria, and attention control). We reviewed 2,806 studies published in English between January 2000 and April 2023. Our final sample consisted of 96 studies that reported effect sizes or data to calculate them (a total of 120 unique samples, 83,260 participants, age range = 7.3 - 34.8 years). Risk of bias and sensitivity were assessed. A random-effects model analysis revealed a significant and moderate overall effect size (Hedge's g = -.54), indicating that individuals with RD, MD or ULD experience more internalizing problems than their chronological-age (CA) controls. Follow-up analyses showed that neither learning difficulties type nor age of participants were significant moderators, but selection criteria (diagnosis versus screening) and internalizing problems type were. These findings suggest that individuals with RD do not differ from those with MD or ULD in internalizing problems, and all fare poorly compared to CA controls.
Collapse
Affiliation(s)
- Ana Paula Alves Vieira
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada.
| | - Peng Peng
- Department of Special Education, University of Texas at Austin, Austin, USA
| | - Andrea Antoniuk
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
| | - Jodi DeVries
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
| | - Kyriakoula Rothou
- Department of School of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Rauno Parrila
- Australian Centre for the Advancement of Literacy (ACAL), Australian Catholic University, Sydney, Australia
| | - George Georgiou
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
| |
Collapse
|
5
|
Fishstrom S, Capin P, Fall AM, Roberts G, Grills AE, Vaughn S. Understanding the relation between reading and anxiety among upper elementary students with reading difficulties. ANNALS OF DYSLEXIA 2024; 74:123-141. [PMID: 38227129 DOI: 10.1007/s11881-024-00299-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 12/30/2023] [Indexed: 01/17/2024]
Abstract
This study examined the relations between reading anxiety, general anxiety, and test anxiety in a sample of students with reading difficulties (n = 536). It also tested if dimensions of anxiety were differentially related to word reading accuracy and fluency, text reading fluency, or reading comprehension. The results indicated that the three anxiety measures were significantly related (r = 0.51 to 0.56, p < .001). Additionally, higher reading anxiety was related to poorer word reading fluency, text reading fluency, and comprehension outcomes. Further analyses indicated that these relations existed in students who fell in the middle and upper quantiles for reading, but not the lowest quantile. This pattern of findings suggests that the relation is complex and varies depending on severity of reading difficulty. Results may help to inform future efforts to support students with reading difficulties, including students with dyslexia.
Collapse
Affiliation(s)
- Sarah Fishstrom
- College of Education, University of Hawai'i at Manoa, 1776 University Avenue, Wist 121, Honolulu, HI, 96822, USA.
| | - Philip Capin
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
| | - Anna-Mari Fall
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
| | - Gregory Roberts
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
| | - Amie E Grills
- School of Education, Boston University, Boston, MA, USA
| | - Sharon Vaughn
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
| |
Collapse
|