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Cognitive and emotional challenges in children with reading difficulties
Ohad Nachshon1, Tzipi Horowitz-Kraus1,2
1Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Educational Neuroimaging Center, The Technion - Israel Institute of Technology, Haifa, Israel.
Acta Paediatrica (Oslo, Norway : 1992)
|December 4, 2018
Summary
Children with reading difficulties exhibit lower executive functions and emotional abilities. These cognitive and emotional challenges are linked to impaired reading skills, highlighting the need for emotional assessments in dyslexia support.
Area of Science:
- Developmental Psychology
- Neuroscience
- Educational Psychology
Background:
- Dyslexia is characterized by reading and cognitive control difficulties.
- Children with reading challenges often face social and emotional issues like anxiety and low self-esteem.
Purpose of the Study:
- To investigate the link between emotional, cognitive-control, and reading difficulties in children.
- To compare these abilities in children with reading difficulties versus typical readers.
Main Methods:
- Study involved 98 children aged 8-12, divided into groups with reading difficulties and typical readers.
- Assessed and compared executive functions (cognitive control), emotional abilities, and reading skills between groups.
- Correlated reading ability with executive functions and emotional abilities.
Main Results:
- Children with reading difficulties demonstrated significantly lower executive functions and emotional abilities compared to typical readers.
- A negative correlation was found between reading ability and both executive functions and emotional abilities.
Conclusions:
- Difficulties in executive functions may lead to emotional stress, further impairing reading abilities.
- These findings underscore the importance of including emotional evaluations in the assessment of children with reading difficulties.
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