Abstract:

Study Objectives The aim of this global longitudinal study was to obtain an understanding of the experiences of children with dyslexia and their mothers over time. Phase I of the study focused on early school experiences when the children were between the ages of 10 and 12 years while Phase II focused on adjustment experiences when the adolescents were between 14 and 16 years, the latter of which serves as the basis for the current presentation proposal. The Phase II research protocol was based on a multifaceted model that considered academic achievement, self-efficacy, success markers (i.e., self-awareness, proactivity, perseverance, coping, use of effective support systems), hopefulness, and motivation as well as general adjustment. In addition, the influence of dyslexia on mothers and the family was investigated.

Methods: The multiple case study method with cross-case analysis was implemented to analyze the adjustment of the adolescents with dyslexia and the impact of the condition on the lives of the mothers. The Assessment Protocol included five sources of data: semi-structured interviews (adolescent and mother interviews), two scales (Academic and Emotional) of the Self-Efficacy Questionnaire for Children, the Achievement Goal Disposition Survey and the Children’s Hope Scale. Factors that had been identified in Phase I of the study were also addressed including a number of specific issues associated with reading (e.g., technology supports, motivation to improve, achievement gains, time devoted to reading, and personal learning/reading strategies, etc.) to learn if these adolescents’ reading had improved and if so, what type of improvements had been observed and how these were achieved. The interview also investigated the adolescents’ general perceptions of school including teachers, remediation programs, tutorial support, and homework. Social and emotional development was addressed with questions about relationships, emotional stability and coping.

Results: The majority of these adolescents showed strength in important success attribute markers such as self-awareness, effective use of support systems and goal setting. There was also evidence of emotional stability, proactivity and perseverance as well as emotional stability. However, 3 adolescents appeared to be at considerable risk as they showed less hopeful thinking, lower self-efficacy, insufficient evidence of important success markers (including social and emotional stability), and were struggling greatly at school. Only 3 of 13 had made significant reading strides (close to grade level) while 10 had very low reading achievement. All of students had received minimal basic reading instruction as most assistance focused on homework help. Schools emphasized accommodations as opposed to instruction, consequently little reading growth was observed. The mothers' professional and personal lives have been greatly impacted by the stress of parenting a child with dyslexia. They had less time for spouses, other children, extended family, friends, hobbies and professional responsibilities, but there were few complaints as they were fully committed helping their sons achieve their potential.

Keywords:

Dyslexia, special education, reading disabilities.