Understanding Mental Health in Developmental Dyslexia: A Scoping Review
Abstract
:1. Introduction
1.1. Academic and Psychosocial Correlates to Dyslexia
1.2. The Current Review
2. Materials and Methods
2.1. Inclusion/Exclusion Criteria
2.2. Search Strategy
2.3. Source Selection
2.4. Data Extraction
3. Results
3.1. Sampling Characteristics
3.2. Study Aims and Mental Health
3.3. Third Factors
4. Discussion
4.1. Social Experiences
4.2. Self-Esteem
4.3. Coping and Resilience
4.4. Emotion Regulation and Academic Factors
4.5. Family Factors
4.6. School and Community Factors
4.7. Methodological Considerations
4.8. Limitations and Future Research
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Changes to the Protocol and Inclusion/Exclusion Criteria
- Changes to title and objective/aim of the review: We removed the reference to “risk and protective factors” in the wording of the title and the objective/aim of the review to better reflect the broad range of studies included.
- Changes to the inclusion/exclusion criteria: We decided to exclude studies which measured reading as a continuous variable for feasibility reasons. The focus of our review is children with developmental dyslexia rather than other types of reading difficulty (e.g., difficulty with reading comprehension). For this reason, we specified dyslexia or word reading difficulties in our inclusion criteria. Further refinement to the inclusion/exclusion process occurred by group consensus during the source selection process. Specifically, we decided to exclude studies which measured mental health specifically within the context of the COVID-19 pandemic, as well as past reviews, intervention studies, and all “cognitive” third factors such as a child’s Theory of Mind ability and their executive functioning.
- Changes to the source selection process: Due to feasibility reasons, approximately 20% of sources selected for full text review and 20% of data extraction was independently screened by a second author. We used Excel spreadsheets in addition to Endnote to manage the source selection process, as this method facilitated better sharing of sources between the review team.
- Changes to the data extraction form: We applied some changes to the data extraction form by group consensus during the source selection/data extraction process. Specifically, we removed reference to the strengths and the limitations of each study and suggestions for future research and added a column to describe the context of the study and the “third factor” included in the study.
Appendix B. Keyword Search Terms
- The keywords in bold were added after the first stage of the search.
- Child* or teen* or adolescen* or youth or young AND dyslexi* or “poor reader*” or “reading abilit*” or “reading skill*” or “reading achievement” or “reading difficult*” or “reading disorder*” or “reading impair*” or “reading delay” or “reading defici*” or “reading disabilit*” or “literacy difficult*” or “learning disorder” or “struggl* adj3 read*” AND internali?ing or “somatic complaint*” or anxious or anxiety or depression or depressed or “emotion* difficult*” or “emotion* problem*” or psycho?social or socio?emotion* or withdrawn or “mental health” or hyperactiv* or impulsiv* or externali?ing or “conduct problem*” or “behaviour* problem*” or “behavior* problem*” or aggress*
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Third Factor | Qualitative | Quantitative | Total | |||
---|---|---|---|---|---|---|
Association between Third Factor and MH Found. * | No Association between Third Factor and MH Found. | Third Factor and MH Measured. Association Not Tested. | ||||
Individual-level (70 studies; 71.4%) | ||||||
Self-esteem (including self-perception, self-efficacy, self-worth) † | [14,38,42,68,69,70] | [29,36,39,71,72,73,74,75] | [40,60,65,76,77,78,79,80,81,82,83,84,85,86,87,88] | 30 | ||
Stress, coping and resilience (including locus of control and avoidance) | [38,68,69,89,90] | [39,72,91,92] | [93] | [35,81,87,94,95,96,97,98] | 18 | |
Social skills (including language/communication skills and pro-sociality) | [89] | [29,62,89,99] | [74] | [48,50,52,53,54,56,60,63,97,100,101,102,103,104,105] | 20 | |
Emotion regulation (including emotional intelligence and emotional competence) | [69,89] | [29,89,99,106,107] | [97] | 7 | ||
Academic performance | [47,77] | [75,85,86,108] | [44,57,62,67,103] | 11 | ||
Attitude and approach to learning (including preoccupation with reading difficulties, learned helplessness towards schoolwork, focusing on strengths) | [68,70,90] | [64,109] | [43,52,53,54,57,65,84,103] | 13 | ||
Functional impairment | [67,110] | 2 | ||||
Response to diagnosis and disclosure situations (e.g., shame) | [11,14,38,47,111] | 5 | ||||
Self-awareness and self-advocacy skills (including understanding dyslexia and taking a strengths-focus) | [89] | [73] | 2 | |||
Age of recognition of reading difficulties | [38,70] | [93,112] | 4 | |||
Family-level (39 studies: 39.8%) | ||||||
Parental mental health and self-esteem | [89] | [83,89,96,99,113,114] | [53,64] | [60,97,115] | 11 | |
Parenting stress, coping, and parenting self-efficacy/confidence | [83,114] | [45,113] | [37,60,66,115] | 8 | ||
Parent emotion awareness and regulation | [104] | [97] | 2 | |||
Parenting values/practices (e.g., school involvement, “understanding dyslexia”) | [89] | [53,73,83,89,99,116] | [45,95] | [60,63] | 10 | |
Social support for parents (including parent advocacy for support) | [113,116] | 2 | ||||
Parent-child relationship | [89] | [29,73,89,92,98,99,117,118,119] | [39,45,96] | [43,81] | 14 | |
Parent support for the child | [14,38,42,68,69] | [72] | [39] | [76,88] | 9 | |
Family functioning | [89] | [74] | [89,99,120] | [63,66,103] | 7 | |
Parent preoccupation with child’s reading difficulties | [64] | 1 | ||||
Community-level (54 studies; 55.1%) | ||||||
Teacher-child relationship (e.g., teacher (mis) understanding) | [14,42,90,121] | [29,117,119,122] | [43] | 9 | ||
Teacher/school support (e.g., appropriate accommodation/adjustment) | [14,38,123] | [72] | [76,88] | 6 | ||
Friendship/peer support | [77,89] | [72,117] | [76,81,88] | 7 | ||
Bullying | [14,47,68,69,77,111] | [29,36,58,124,125] | 11 | |||
School connectedness (including liking school and school involvement) | [77] | [107,126] | [39] | [65,67] | 6 | |
Stigma/discrimination | [11,14,121] | 3 | ||||
Social problems (including loneliness) | [68,69] | [29,36,39,73] | [49] | [41,44,46,48,50,51,55,59,60,61,62,67,78,84,96,97,98,102,120,127,128,129] | 29 |
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Wilmot, A.; Hasking, P.; Leitão, S.; Hill, E.; Boyes, M. Understanding Mental Health in Developmental Dyslexia: A Scoping Review. Int. J. Environ. Res. Public Health 2023, 20, 1653. https://doi.org/10.3390/ijerph20021653
Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding Mental Health in Developmental Dyslexia: A Scoping Review. International Journal of Environmental Research and Public Health. 2023; 20(2):1653. https://doi.org/10.3390/ijerph20021653
Chicago/Turabian StyleWilmot, Adrienne, Penelope Hasking, Suze Leitão, Elizabeth Hill, and Mark Boyes. 2023. "Understanding Mental Health in Developmental Dyslexia: A Scoping Review" International Journal of Environmental Research and Public Health 20, no. 2: 1653. https://doi.org/10.3390/ijerph20021653
APA StyleWilmot, A., Hasking, P., Leitão, S., Hill, E., & Boyes, M. (2023). Understanding Mental Health in Developmental Dyslexia: A Scoping Review. International Journal of Environmental Research and Public Health, 20(2), 1653. https://doi.org/10.3390/ijerph20021653