Prevalentie van psychosociale problemen bij kinderen met dyslexie

Abstract

Background Children with reading disabilities are at risk for developing psychosocial problems more than children without reading disabilities. Some research indicates that children with reading disabilities have more externalizing problems and internalizing problems, while other research indicates that both have the same amount of psychosocial problems. Previous research has divided results about the difference between boys and girls in reporting psychosocial problems. Present research with a sample of Dutch dyslectic children shows that parents of dyslectic children report more anxiety, depression and mood problems than non-dyslectic children do. Aims This study examined prevalence of psychosocial problems in children with reading disabilities. Psychosocial problems are divided in internalized and externalized problems in 10 to 12 aged children. Differences in problems between girls and boys are also investigated. Sample Participants were 115 Dutch males and females from several elementary schools. Methods Participants completed the Youth Self Report questionnaire, which measures psychosocial problems, internalized and externalized. Results There is no mean difference between children with reading disabilities and children without reading disabilities. Dyslectic children report more rule-breaking behaviour than non-dyslectic children do. Conclusions This study shows that children with reading disabilities report as much psychosocial problems than children without reading disabilities do. There is no difference found between boys and girls in reporting psychosocial problems.