BACKGROUND: Over the last ten years a considerable amount of literature has described the socio-emotional discomfort that is often associated with learning disorders at all ages, but a comprehensive review about internalizing symptoms in dyslexia is needed. DATA SOURCES: Medical and psychological search engines (PubMed, PsychArticles and Academic Search Elite) were used to identify all those studies published in peer-reviewed journals, relative to the association of reading difficulties, dyslexia, or learning disorders/disabilities, and internalizing symptoms, anxiety, or depression. RESULTS: The present review of studies confirms dyslexia as a specific risk factor for an increased internalizing, anxious and depressive symptomatology. The severity of dyslexia, its comorbidity with attention deficit disorder/hyperactivity disorder, the level of perceived social support and female gender are some of the factors that mostly influence its psycho-social outcomes. CONCLUSION: Findings of this review confirm that suitable social, health and school policies aimed at identifying and treating dyslexia as a cause of discomfort are called for, and confirm the clinical need to assess and contrast additional risk factors that may increase the probability of this suffering in dyslexic students.
BACKGROUND: Over the last ten years a considerable amount of literature has described the socio-emotional discomfort that is often associated with learning disorders at all ages, but a comprehensive review about internalizing symptoms in dyslexia is needed. DATA SOURCES: Medical and psychological search engines (PubMed, PsychArticles and Academic Search Elite) were used to identify all those studies published in peer-reviewed journals, relative to the association of reading difficulties, dyslexia, or learning disorders/disabilities, and internalizing symptoms, anxiety, or depression. RESULTS: The present review of studies confirms dyslexia as a specific risk factor for an increased internalizing, anxious and depressive symptomatology. The severity of dyslexia, its comorbidity with attention deficit disorder/hyperactivity disorder, the level of perceived social support and female gender are some of the factors that mostly influence its psycho-social outcomes. CONCLUSION: Findings of this review confirm that suitable social, health and school policies aimed at identifying and treating dyslexia as a cause of discomfort are called for, and confirm the clinical need to assess and contrast additional risk factors that may increase the probability of this suffering in dyslexic students.
Authors: Stephanie S Daniel; Adam K Walsh; David B Goldston; Elizabeth M Arnold; Beth A Reboussin; Frank B Wood Journal: J Learn Disabil Date: 2006 Nov-Dec
Authors: David B Goldston; Adam Walsh; Elizabeth Mayfield Arnold; Beth Reboussin; Stephanie Sergent Daniel; Alaattin Erkanli; Dennis Nutter; Enith Hickman; Guy Palmes; Erica Snider; Frank B Wood Journal: J Am Acad Child Adolesc Psychiatry Date: 2007-01 Impact factor: 8.829
Authors: Virginia E Sturm; Ashlin R K Roy; Samir Datta; Cheng Wang; Isabel J Sible; Sarah R Holley; Christa Watson; Eleanor R Palser; Nathaniel A Morris; Giovanni Battistella; Esther Rah; Marita Meyer; Mikhail Pakvasa; Maria Luisa Mandelli; Jessica Deleon; Fumiko Hoeft; Eduardo Caverzasi; Zachary A Miller; Kevin A Shapiro; Robert Hendren; Bruce L Miller; Maria Luisa Gorno-Tempini Journal: Cortex Date: 2020-11-20 Impact factor: 4.027