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ERIC Number: EJ1095199
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0885-6257
Secondary Symptoms of Dyslexia: A Comparison of Self-Esteem and Anxiety Profiles of Children with and without Dyslexia
Novita, Shally
European Journal of Special Needs Education, v31 n2 p279-288 2016
The secondary symptoms of individuals with dyslexia, such as high anxiety and low self-esteem, have aroused various debates not only in the educational, but also in the clinical context. Since pro and contra arguments are supported by a more or less equal number of empirical findings, no final conclusion could be drawn for this specific phenomenon. The current study aims to contribute more data in this respect and offers a possible explanation for both sides that either support or reject the relationship between dyslexia and its secondary symptoms. The main investigation of this study is the comparison of anxiety and self-esteem profiles of children with and without dyslexia. Participants are 124 school children aged between eight and 11 years. Their IQ as well as their reading and writing ability were also measured and used as control variables. All data were collected and analysed using a quantitative approach. Effect sizes are also provided in order to facilitate meta-analysis in the future and to confirm the results of a significant test. The results indicate that children with dyslexia have anxiety and self-esteem issues in the specific context or domain. However, their general anxiety and self-esteem were not impaired. A discussion regarding the possibility and/or the necessity of the secondary symptoms of dyslexia is also provided.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Cattell Culture Fair Intelligence Test