Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-27T05:37:28.909Z Has data issue: false hasContentIssue false

Chapter 5 - Effects of Dyslexia and Emotional Responses to Academic Tasks

Published online by Cambridge University Press:  21 October 2021

Amanda T. Abbott-Jones
Amanda T. Abbott-Jones
Affiliation:
Independent Dyslexia Consultants, London
Get access

Summary

Survey data is explored further as voice is given in interviews with twenty students with dyslexia to explain effects of dyslexia and instinctive emotional responses to a range of academic tasks. This chapter offers rich descriptions of interview participants' thought processes on experiences of anxiety and emotions connected to the academic environment. Articulations from students are categorised under the themes of social, emotional, cognitive and positive effects, and statistically significant items from the survey are used to underpin student statements. The focus then narrows to looking specifically at emotional responses to academic tasks. Explanations for those types of responses are revealed and interpreted, which allows an understanding to be generated of deep-rooted causes of dyslexic student negative emotion. The chapter shares explanations from students on what it is like to be dyslexic and enables an understanding of types of academic situations that generate negative emotional responses and tasks that receive more positive reactions. It also uses frequency analysis of positive and negative emotion words used by dyslexic students in interviews to provide a clear visual illustration of the types of emotions that dyslexic students feel about learning tasks.

Keywords

effects of dyslexiaemotional responsesacademic tasksexperiences of anxietysocial effects of dyslexiaemotional effects of dyslexiacognitive effects of dyslexiapositive effects of dyslexianegative emotion
Type
Chapter
Information
Dyslexia in Higher Education
Anxiety and Coping Skills
 , pp. 152 - 194
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abdollahi, A. & Abu Talib, M. (2015). Emotional intelligence moderates perfectionism and test anxiety among Iranian students. School Psychology International, 36(5), 498–512.Google Scholar
Boada, R. & Pennington, B. (2006). Deficient implicit phonological representations in children with dyslexia. Journal of Experimental Child Psychology, 95(3), 153–193.CrossRefGoogle ScholarPubMed
Bögels, S. M., Alden, L., Beidel, D. C., Clark, L. A., Pine, D. S., Stein, M. B. & Voncken, M. (2010). Social anxiety disorder: questions and answers for the DSM-V. Depression and Anxiety, 27(2), 168–189.Google Scholar
Bradley, L. & Bryant, P. E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature, 271(5647), 746–747.Google Scholar
Brosnan, M., Demetre, J., Hamill, S., Robson, K., Shepherd, H. & Cody, G. (2002). Executive functioning in adults and children with developmental dyslexia. Neuropsychologia, 40, 2144–2155.Google Scholar
Carroll, J. & Iles, J. (2006). An assessment of anxiety levels in dyslexic students in higher education. British Journal of Educational Psychology, 76(3), 651–662.Google Scholar
Davis, R. D. (1994). The Gift of Dyslexia. New York, NY: Perigee.Google Scholar
Denckla, M. B. & Rudel, R. G. (1976). Rapid automatised naming: dyslexia differentiated from other learning disabilities. Neuropsychologia, 14(4), 471–479.CrossRefGoogle Scholar
Eide, B. & Eide, F. (2011). The Dyslexic Advantage: Unlocking the Potential of the Dyslexic Brain. The Penguin Group.Google Scholar
Enoma, G. (2019). The negative stigma associated with learning disability in educational institutions Nigeria. Unpublished Master’s thesis, York University, Toronto.Google Scholar
Farmer, M., Riddick, B. & Sterling, C. (2002) Dyslexia and Inclusion: Assessment and Support for Subject Teachers. London: Whurr.Google Scholar
Fuller, M., Healey, M., Bradley, A. & Hall, T. (2004) Barriers to learning: a systematic study of the experience of disabled students in one university. Studies in Higher Education, 29, 303–318.CrossRefGoogle Scholar
Ghisi, M., Bottesi, G., Re, A. M., Cerea, S. & Mammarella, I. C. (2016). Socioemotional features and resilience in Italian university students with and without dyslexia. Frontiers in Psychology, 7, 478, doi:10.3389/fpsyg.2016.00478.Google Scholar
Grant, D. (2017). That’s the Way I Think: Dyslexia, Dyspraxia and ADHD Explained, 2nd ed. London: Routledge.Google Scholar
Jordan, J.A., McGladdery, G. & Dyer, K. (2014). Dyslexia in higher education: implications for maths anxiety, statistics anxiety and psychological well-being. Dyslexia, 20(3), 225–240.Google Scholar
Klein, C. (1993). Diagnosing Dyslexia. London: Avanti.Google Scholar
Landerl, K., Fussenegger, B., Moll, K. & Willburger, E. (2009). Dyslexia and dyscalculia: two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103, 309–324.Google Scholar
McDougall, S., Hulme, C., Ellis, A. W. & Monk, A. (1994). Learning to read: the role of short-term memory and phonological skills. Journal of Experimental Child Psychology, 58(1), 112–123.Google Scholar
Mortimore, T. & Crozier, W. R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 13(2), 235–251.Google Scholar
Nelson, J., Lindstrom, W. & Foels, P. (2015). Test anxiety among college students with specific reading disability (dyslexia): nonverbal ability and working memory as predictors. Journal of Learning Disabilities, 48(4), 422–432.Google Scholar
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385–413.Google Scholar
Ramus, F. & Szenkovits, G. (2008). What phonological deficit? Quarterly Journal of Experimental Psychology, 61(1), 129–141.Google Scholar
Riddick, B., Farmer, M. & Sterling, C. (1997) Students and Dyslexia: Growing Up with a Specific Learning Difficulty. London: Whurr.Google Scholar
Riddick, B., Sterling, C., Farmer, M. & Morgan, S. (1999). Self‐esteem and anxiety in the educational histories of adult dyslexic students. Dyslexia, 5(4), 227–248.Google Scholar
Sako, E. (2016). The emotional and social effects of dyslexia. European Journal of Interdisciplinary Studies, 2(2), 233–241.Google Scholar
Sherry, S. B., MacKinnon, A. L., Fossum, K.-L., Antony, M. M., Stewart, S. H., Sherry, D. L. et al. (2013). Perfectionism, discrepancies, and depression: testing the perfectionism social disconnection model in a short-term, four-wave longitudinal study. Personality and Individual Differences, 54(6), 692–697.CrossRefGoogle Scholar
Smith, M. M., Saklofske, D. H. & Yan, G. (2015). Perfectionism, trait emotional intelligence, and psychological outcomes. Personality and Individual Differences, 85, 155–158.Google Scholar
Snowling, M. J. (1981). Phonemic deficits in developmental dyslexia. Psychological Research, 43(2), 219–234.Google Scholar
Snowling, M. J., Van Wagtendonk, B. & Stafford, C. (1988). Object-naming deficits in developmental dyslexia. Journal of Research in Reading, 11(2), 67–85.Google Scholar
Snowling, M. J. (2000). Dyslexia, 2nd ed. Oxford: Blackwell.Google Scholar
Snowling, M. J., Gallagher, A. & Frith, U. (2003). Family risk of dyslexia is continuous: individual differences in the precursors of reading skill. Child Development, 74(2), 358–373.CrossRefGoogle ScholarPubMed
Spencer, K. (2000). Is English a dyslexic language? Dyslexia, 6, 152–-162.Google Scholar
Torres-Marín, J., Navarro-Carrillo, G. & Carretero-Dios, H. (2018). Is the use of humor associated with anger management? The assessment of individual differences in humor styles in Spain. Personality and Individual Differences, 120, 193–201.Google Scholar
Trower, P., Bryant, B. & Argyle, M. (1978). Social Skills and Mental Health. London: Methuen.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×