Randomized trial examines reading and spelling attitudes in students with dyslexia, indicating significant differences in self-concept and emotions.
Key Points
This research aims to investigate the reading- and spelling-related self-concept, emotions, and coping strategies in students with and without dyslexia.
Students were randomly assigned to complete the Reading Attitudes Scales (n = 753) or the Spelling Attitudes Scales (n = 748).
Attitudes assessed included reading/spelling self-concept, negative/positive emotions, and coping strategies.
Participants included 90 students with dyslexia and 1411 without dyslexia.
Students with dyslexia reported lower reading and spelling self-concept and less enjoyment in these subjects.
For reading, students with dyslexia expressed more anxiety, shame, and maladaptive coping strategies compared to peers without dyslexia.
In spelling, students with dyslexia showed increased worrying, rumination, and support-seeking behaviors.