NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ998989
Record Type: Journal
Publication Date: 2013-May
Pages: 18
Abstractor: As Provided
Reference Count: 87
ISSN: ISSN-1076-9242
Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme
Firth, Nola; Frydenberg, Erica; Steeg, Charlotte; Bond, Lyndal
Dyslexia, v19 n2 p113-130 May 2013
A dyslexia coping programme entitled "Success and Dyslexia" was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow-up year suggested significant positive changes at first and second follow-ups in locus of control and nonproductive coping may also be associated with increase in age. Most trends were in the expected direction, especially for students with dyslexia. At follow-up, students with dyslexia reported similar perceived control and adaptive coping to students without dyslexia rather than a decrease in these areas as is usually the case. A larger sample and an ongoing control group are needed to confirm these results. (Contains 2 tables and 1 figure.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia