Publication details

Behaviorální, emoční a sociální potíže dyslektických dětí během školní docházky (7–15 let) – longitudinální výzkum

Title in English Behavioral, emotional and social difficulties of dyslexic children during school attendance (7–15 years old) – longitudinal research
Authors

FOLTOVÁ Lucie PORTEŠOVÁ Šárka KUKLA Lubomír

Year of publication 2013
Type Article in Periodical
Magazine / Source Ceskoslovenska Psychologie/Czechoslovak Psychology
MU Faculty or unit

Faculty of Social Studies

Citation
Web http://cspsych.psu.cas.cz/result.php?from=823&to=823
Field Psychology
Keywords dyslexia; children
Description Dyslexia is often associated with other psychosocial difficulties. The aim of this work is to verify these results in the Czech population, including the detection of the developmental trajectory of the examined difficulties. Furthermore, the study focuses on potential differences between the view of children (or adolescents) themselves and their mothers. In the study, the SDQ Questionnaire (Strengths and Difficulties Questionnaire) is used to measure behavioral, emotional and social difficulties, but also prosocial behavior. The sample comprises children (from the study ELSPAC) diagnosed with dyslexia (N=50) and a control group of children without school difficulties (N=405). The measurement was carried out in three periods: at 7 years (mother); at 11 years (both mother and child) and 15 years (both mother and adolescent). Furthermore, at 15 years of age, adolescents completed the Life Satisfaction Questionnaire (SWLS) and the Self- Esteem Scale (RSES). The correlation of dyslexia with other psychosocial problems appears to be ambiguous. The developmental trajectory shows that greatest difficulties can be found in dyslexic children at 7 years of age; subsequently, there is a considerable decline at 11 years of age. At 15 years, there is a slight increase, which is, however, smaller than in non-dyslexic adolescents. Contrary to expectations, Czech children report about themselves more manifestations of problematic behavior than it is evident from their mothers’ assessments; therefore, they are much more critical to themselves. Interestingly, there is an agreement between the view of mothers and dyslexic children, which does not occur in the control group. Adolescents with dyslexia do not exhibit lower self-esteem or overall life satisfaction. Moreover, it is also positive that they do not differ from the control group in the manifestations of prosocial behavior. Study limitation: Sample size of dyslexic group; absence of external diagnostics.
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