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Dyslexia: An International Journal of Research & Practice
Volume 12, Issue 4, pages 256–275, November 2006
Abstract
Research into how dyslexics cope and the effects of their coping has
received little attention in the 100 years since dyslexia has been
recognized. Why is this? Well it is not an easy area to investigate,
partly as most qualitative studies have looked only at coping
strategies of specific dyslexics. These are individual and are
unsuitable for generalizations to larger populations.
This study takes a different approach to the problem. By using
three standardized tests for self-esteem, coping and depression, a
picture is painted of how teenage dyslexics cope and whether this
affects their self-esteem and depression.
Results strongly suggest gender differences, with females using
more emotional and avoidance-based coping, resulting in lower
percentile scores in general and academic self-esteem and moderate
depression. Males tend to use more task-based coping resulting in
normal percentile self-esteem levels and minimal depression.
This study takes the view that coping and the effects of coping by
dyslexic children at school should not be underestimated. It also
suggests that such issues will aid educationalists in the remedial Process.
| About the Author |
| Academic CV |
| Teaching CV |
| Research for the book |
| Reviews for the book |
| The Successful Dyslexic Book |
| How can parents support their child with dyslexia? |
| Dyslexia, self-harm and attempted suicide |
| The Lifelong social and emotional effects of Dyslexia |
| Dyslexia and Depression |
| Dyslexia: Dating, Marriage & Parenthood |
| Dyslexia and Creativity |
| Dyslexia and Mental Health-differing perspectives |
| Dyslexia & Mental Health |
| Surving School as a Teenage Dyslexic |