Does Childhood Reading Disability or Its Continuance Into Adulthood Underlie Problems in Adult-Age Psychosocial Well-Being? : A Follow-Up Study
Eloranta, A.-K., Närhi, V., Ahonen, T., & Aro, T. (2019). Does Childhood Reading Disability or Its Continuance Into Adulthood Underlie Problems in Adult-Age Psychosocial Well-Being? : A Follow-Up Study. Scientific Studies of Reading, 23(4), 273-286. https://doi.org/10.1080/10888438.2018.1561698
Published inScientific Studies of Reading
© 2019 Society for the Scientific Study of Reading.
This follow-up study aimed at a better understanding of the associations of reading disability (RD) with adult-age psychosocial well-being. We compared adult-age psychosocial well-being in 48 individuals (20–39 years) with documented childhood RD but without comorbid disabilities to 37 matched controls. The associations of psychosocial well-being with childhood and adult-age reading fluency were studied in the RD group, controlling for IQ, gender and unemployment. Psychosocial well-being was assessed with commonly used self-report questionnaires. No group differences were found in psychosocial well-being. In the RD group, lower adult-age reading fluency was associated with symptoms of depression, lower self-esteem, and social functioning. Severity of childhood RD was not associated with psychosocial well-being. Thus, reading fluency problems continuing into adulthood appear to be related to adult-age psychosocial well-being. A more holistic approach to studying how RD impacts adult-age well-being is needed, including both the individual’s developmental history and current functioning in various domains. ...
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A follow-up study of childhood learning disabilities: pathways to adult-age education, employment and psychosocial wellbeing Eloranta, Anna-Kaija (2019)This study examined the relations of childhood learning disabilities (LDs) to education, employment and psychosocial wellbeing in adulthood. The first aim was to find out to what extent childhood reading disability (RD) ...
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