Alexander-Passe, N. (2009). Dyslexic teenagers: How they cope at school and could a new measure be helpful in screening those in difficulty? In Larson, J.E. (Ed.) Educational Psychology: Cognition and Learning, Individual Differences and Motivation. New York: Nova Science Publishers.
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Dyslexics form one of the largest groups who encounter educational difficulties, especially in school with both academic and social curriculums. Such difficulties may affect their emotional well-being and result in numerous adverse coping strategies which may affect their ability to access the school curriculum.
This chapter investigates N=26 dyslexic teenagers from several perspectives:
(1) using a number of standardised measures (self-esteem, coping and depression) to assess how they cope with parents, peers and teachers; (2) interviewing them about how they cope, looking at their strategies and reflecting on their relationships with parents, peers and teachers;
(3) analysis of the standardised measures to locate factors to explain how dyslexic teenagers cope, and
(4) investigating an experimental teenager screening measure which aims to allow parents to assess their dyslexic child’s positive and negative coping strategies, as a reaction to school and their relationships with peers and teachers.
Resulting standardised measure data suggests:
(1) There are significant gender differences in how males and females cope;
(2) There are differences between task based coping and emotional coping amongst dyslexics;
(3) Avoidance plays a part in coping strategies for all dyslexic teenagers;
(4) Self-esteem rates vary according to the coping strategy chosen; and
(5) Depression features in the coping of dyslexics, especially females.
Three factors were identified and named ‘Trying’, ‘Avoiding’ and ‘Feeling good’ from the standardised measures, using factor analysis and Pearson Correlations.
Resulting interview case studies suggest:
(1) Avoidance is a key coping strategy;
(2) There is apprehension about letting others know they are dyslexic;
(3) Hobbies are vital for their self-esteem and motivation;
(4) They excel in non-academic subjects; and
(4) Their difficulties cause them stress and frustration.
Using responses from parents, the experimental parental measure was validated using correlations and factor analysis from the standardised measure. Thus parents were able to identify all three factors and a reduced N=21 parental measure was created from N=47 experimental items.
Combining all elements of the study:
(1) Dyslexic teenagers use two types of coping, described as ‘Trying’ and Avoiding’ with an independent self-esteem scale ‘Feeling good’, as found by standardised measures;
(2) Parents were aware of their child’s helplessness due to their dyslexia;
(3) The experimental scale was successful but needs further development with other samples;
(4) Depression and emotional coping features in the coping of dyslexics, especially females; and
(5) Findings from the two interview studies indicate that avoidance is a key coping strategy.
Overall, profiles were produced which indicate that teenagers with dyslexia suffer emotionally at school from their hidden disability and this needs to be taken into account when managing them with them in the classroom. |
