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Traumatic Experiences and Dyslexia

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Edited By Evelin Witruk and Dian Sari Utami

The main topics of the book are traumatic experiences, stress processing and dyslexia with some new perspectives on this old phenomenon. The authors of the book articles are from Indonesia, Sri Lanka, Morocco, Sudan, Iran, Spain, Syria, Portugal, and Germany. The interdisciplinary character of this book is represented in contributions of scientists from different areas of psychology, special education, and linguistics.

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The Emotional Profile in Children with Dyslexia and Learning Disabilities

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Abstract: Emotional features of dyslexia and other learning disabilities (LD) have been less studied than the cognitive or neural ones. However, there are severe emotional consequences coming from dyslexia and LD conditions, beyond those affecting to academic skills and behavior at the school, for example, frustration, anxiety to school activities or even depression, in more serious cases. These manifestations, often taken as secondary symptoms of dyslexia and LD, may be considered as primary problems if they develop to be more severe, affecting students’ life not only at school but beyond in their personal or familiar circumstances. This paper reviews some research about emotional effects of dyslexia and LD, exploring the emotional profile in children with academic difficulties. It mainly focuses on the emotional variables self-concept, self-esteem and anxiety. This way it tries to contribute to a better understanding of the complexity behind dyslexia and LD manifestations.

Keywords: dyslexia, learning disabilities, self-concept, self-esteem, anxiety

1 Introduction

Cognitive, behavioral and neural features of dyslexia and other learning disabilities (LD) have been the main focus of psychological and educational research about these difficulties. Even existing definitions or the diagnostic criteria of these disorders in the Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-5) (American Psychiatry Association [APA], 2013) principally describe cognitive and behavioral associated problems, do mention related neurobiological basis, but do focus less on consequences, especially of emotional nature.

Surely, serious consequences are coming from dyslexia and LD conditions, mainly...

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