Mood affective outcomes from alternate learning strategies: cognitive flexibility and dyslexic education

2024/08/08 by Dylan Williams, Williams, Dylan
Psychology · Social Sciences · #Educational and Psychological Assessments #Reading and Literacy Development #Youth Substance Use and School Attendance

paper · pdf · doi:10.24382/j8x4-4790

Abstract

It is theorized that persons with dyslexia and associated conditions may be vulnerable to negative wellbeing, alongside academic deficiency, which has been focused on more widely. This study aims to investigate this theory in teenagers, and to draw relationships with teaching methods. Participants were interviewed, and completed the PANAS (Positive and Negative Affect) scale for children, the Matson Evaluation of Social Skills for Youngsters, and the Educational Environment Survey (an assessment of perceptions on education and ability). Participants with dyslexia and associated conditions showed reduced wellbeing compared to controls, and identified distinct experiential differences of education.
\nThis study was successful in proving its predictions, and there is strong evidence that this is the result of educational provisions.

Citations

• Common and specific dimensions of self-reported anxiety and depression: Implications for the cognitive and tripartite models.
• Specific reading disability (dyslexia): what have we learned in the past four decades?

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