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Dyslexia and Traumatic Experiences


Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami

This book focuses on dyslexia and traumatic experiences. It strives towards fostering a scientific exchange that promotes emergence of synergy effects and real progress in the understanding of dyslexia, psychological trauma, and stress experiences, as well as special methodological problems of qualitative research. The international and interdisciplinary team includes authors from Indonesia, Sri Lanka, Morocco, Sudan, South Africa, South Korea, Iran, China, Portugal, and Germany. The main topics of the book relate to dyslexia with some new perspectives on this old phenomenon, to traumatic experiences, to intervention methods and to some special methodical problems, particularly in qualitative research methods.
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Regine Eichhorn - Secondary Symptoms and Compensation – Mechanisms of Dyslexic Children


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Regine Eichhorn

University of Leipzig, Germany

Secondary Symptoms and Compensation – Mechanisms of Dyslexic Children

Abstract. This longitudinal-study will continue the investigation of the development of secondary symptoms in dyslexic children, the impact of dyslexia on the self-esteem, anxiety parameters, motivation aspects and behavioral components. The focus of this study is the investigation of the benefit of special dyslexic rehabilitative classes in comparison to integrative classes in Germany. The study includes four measurement points and is still in process. The third measurement point is finished. The research questions are: How do the scholastic surrounding conditions influence the well- being of the dyslexic children and the perceptions and evaluations of the teachers and parents concerning the behavior and emotional expressions of the children? Which reaching method has the best preventative effect? The current results give first evidence for the positive effect of special rehabilitative classes for dyslexic children on their subjective well-being.

Keywords: special rehabilitative dyslexic classes, integrative classes, longitudinal study.

1 Introduction

Reading and writing are the most important competences to take part in the society. Having a handicap in these sectors/fields can cause massive consequences. Especially children with dyslexia are confronted with huge school and social problems. The association of children with learning deficits or disorders is very different in each state of Germany. Special rehabilitative dyslexic classes were established in the easterly states of Germany. But for the last 2–3 years these classes...

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