An exploration of the relationship between spelling attainment and psychological wellbeing

Children with literacy difficulties have been shown to display more frequent emotional and behavioural difficulties than children without literacy problems (Beitchman & Young, 1997).

Part one of this thesis, the review paper, systematically examines the relationship between literacy problems and depression and anxiety. This review highlights strong evidence of a negative relationship between literacy achievement and anxiety and depression.

There was some support for a causal effect of reading difficulties on anxiety and depression. Additionally, it was found that depressive and anxious symptoms are under-recognised by parents.

Part two, the empirical paper aims to fill the gap in the literature as there is limited research available examining the relationship between affective and spelling achievement. The association between environmental factors, such as perceived social support and spelling performance was also investigated.

This study employed a survey design and 293 typically developing children aged between 8-12 years from 5 mainstream primary schools in Ireland were included in this study.

Spelling self-efficacy, the attributions of effort, academic selfconcept and a perceived positive relationship with mothers were found to be correlated with spelling performance.

Multiple regression analysis identified spelling self-efficacy and reading self-concept as the best predictors of spelling performance. Maternal educational level was also found to be related to spelling attainment.

There were no gender differences for anxiety and depression found, however, younger participants (8- 10 years) reported higher scores for anxiety but not depression when compared with older children (10-12 years)

 The study's results are examined and discussed as well as limitations and implications of the study presented.

Finally, part three of the thesis, the critical appraisal, provides an overview of the research process including the 4 researcher's epistemological stance, as well as methodological and statistical analyses choices.

A reflection on the research process as a whole is provided including an overview of the distinctive contribution of the current research.