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The association between poor reading and internalising problems: A systematic review and meta-analysis.
Deanna A Francis1, Nathan Caruana1, Jennifer L Hudson2
1ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, New South Wales 2109, Australia.
Children and adults with poor reading skills face a moderate risk of internalizing problems like anxiety and depression. This risk is primarily driven by a higher likelihood of experiencing anxiety compared to depression.
Area of Science:
- Psychology
- Neuroscience
- Education
Background:
- Learning disabilities are linked to internalizing problems such as anxiety and depression.
- The specific association between poor reading and internalizing problems requires further investigation.
Purpose of the Study:
- To conduct the first systematic review and meta-analysis on the association between poor reading and internalizing problems.
- To examine this association across children, adolescents, and adults.
Main Methods:
- Systematic literature search identifying 34 relevant studies.
- Meta-analysis of data from 16,275 participants, including 2,491 with poor reading skills.
Main Results:
- Poor readers showed statistically significant higher levels of general internalizing problems (d=0.41) compared to typical readers.
- Significant differences were found for anxiety (d=0.41) and depression (d=0.23), with anxiety being a stronger correlate.
- Individuals with poor reading skills are at a moderate risk for internalizing problems.
Conclusions:
- Poor reading is associated with a moderate risk of internalizing problems, particularly anxiety.
- Interventions addressing anxiety in individuals with poor reading may be beneficial.
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