Not just a reading difficulty: social, emotional and behavioural outcomes of children with dyslexia

Literature Review

16 studies examining the factors associated with anxiety and depression in children with specific learning difficulties (SpLD) was reviewed.

Factors that are likely to be risk or protective factors for anxiety and depression include age, self-concept, personality, family connectedness, school connectedness, school achievement.

Factors that require further research are gender, socioeconomic status (SES), IQ, parents' education, parents' expectations and understanding of SpLD, child and teacher attitudes, child's motivation and having more than one SpLD.

The influence of classroom setting has been studied by several researchers and there is currently no evidence of its impact on anxiety or depression.

Empirical Study

This study aimed find out if children with dyslexia have additional social, emotional and behavioural needs compared to their average-achieving peers; and to identify risk and protective factors associated with their social, emotional and behavioural outcomes.

99 children with dyslexia and 99 of their typically developing peers aged 8-10 years participated in the study. Questionnaires were administered to all participants and semi-structured interviews were conducted with eight children.

Children with dyslexia reported higher levels of panic, depression, and lower self-concepts (reading, school work, peer relations and school work) but not lower global self-esteem.

Their parents and teachers reported greater emotional distress, conduct problems, hyperactivity/inattention and peer problems.

Academic performance had a protective effect for panic and teacher-reported difficulties. School belonging and social support were found to predict global self-esteem, which in turn predicted depression.

Non-verbal IQ and classroom climate did not significantly predict social, emotional and behavioural outcomes.

The qualitative data showed that children with better outcomes described having more friendships, more social support from their parents, and better relationships with their teachers.

They were also more able to compartmentalise their difficulty and viewed it as being temporary rather than permanent.