Dyslexia and Self-Esteem

  • Jacky Ridsdale

Keywords

Educational Psychology Goal Orientation Reading Disability Learn Disability Dyslexic Child 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Alvarez, V., & Adelman, H. S. (1986). Overstatements of self-evaluations by students with psychoeducational problems. Journal of Learning Disabilities, 19, 567–571.PubMedGoogle Scholar
  2. Apiafi, J. (2001). The dyslexia institute partnership with the Nottinghamshire probation service, the PALS project—Positive action through learning support. Dyslexia Review, 12,2, 10–12.Google Scholar
  3. Bagley, C., & Mallick, K. (1996). Towards achievement of reading skill potential through peer tutoring in mainstreamed 13 year olds. Disability and Society, 11, 83–89.Google Scholar
  4. Bandura, A. (1989). Perceived self-efficacy in the exercise of personal agency. The Psychologist, 411–424.Google Scholar
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Google Scholar
  6. Baum, S. M., Renzulli, J. S., & Heebert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Children Quarterly, 39, 224–235.Google Scholar
  7. Baumeister, R., Smart, L., & Boden, J. (1996). Relation of threatened egotism to violence and aggression: The dark side of self esteem. Psychological Review, 103, 5–33.PubMedCrossRefGoogle Scholar
  8. Bear, G. G., Minke, K. M., Griffin, S. M., & Deemer, S. A. (1997). Self concept in children’s needs II: Development problems and alternatives. Bethesda, MD: National Association of School Psychologists.Google Scholar
  9. Beitchman, J. H., & Young, A. R. (1997). Learning disorders with a special emphasis on reading disorders: A review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1020–1032.PubMedGoogle Scholar
  10. Bender, W. N., & Golden, L. B. (1988). Adaptive behaviour of learning disabled and non-learning. Disabled Children Learning Disability Quarterly, 11, 55–61.Google Scholar
  11. Bentall, R. P., Kinderman, P., & Kaney, S. (1994). Cognitive processes and delusional beliefs: Attributions and the self. Behaviour Research and Therapy, 32, 331–341.PubMedCrossRefGoogle Scholar
  12. Berg, B. L. (1989). Qualitative research methods for the social sciences. London: Allyn & Bacon.Google Scholar
  13. Branden (1994). The six pillars of self-esteem. New York: Bantam.Google Scholar
  14. Brooks, R. (1999). The self-esteem teacher—Seeds of self-esteem. In Attribution theory and self-esteem (Chapter 4) Ohio: Treehaus Communications, Inc.Google Scholar
  15. Brown, A., & Heath, N. (1997). Social competence in peer-accepted children with and without learning disabilities. Poster presentation at the 30th annual national convention of the National Association of School Psychologists, Orlando, FL.Google Scholar
  16. Brunner, M. S. (1991). Reduced recidivism and increased employment opportunity through researchbased reading instruction. Washington DC: National Institute of Justice, US Department of Justice.Google Scholar
  17. Burden, R. (1998). Assessing children’s perceptions of themselves as learners and problem solvers. The construction of the Myself-as-a-Learner Scale (MALS). School Psychology International, 19, 291–305.Google Scholar
  18. Burns, R. B. (1982). Self-concept development and education. Hold, Rinehart and Winston. Austin, TX.Google Scholar
  19. Butkowsky, I. S., & Willows, D. M. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 72,3, 408–422.PubMedGoogle Scholar
  20. Byrne B. M. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research, 54, 427–456.Google Scholar
  21. Byrne, B. M. (1996). Measuring self-concept across the lifespan: Issues and instrumentation. Washington DC: American Psychological Association.Google Scholar
  22. Carabine, B., & Downton, R. (2000). Specific learning difficulties and peer support. Educational Psychology in Practice, 16, 487–494.Google Scholar
  23. Chang E. C. (2001). Life stress and depressed mood among adolescents: Examining cognitive-affective mediation model. Journal of Social and Clinical Psychology, 20, 416–429.Google Scholar
  24. Chapman, J. W. (1988). Learning disabled children’s self-concepts. Review of Educational Research, 58,347–371.Google Scholar
  25. Chapman, J. W., Lambourne, R., & Silva, P. A. (1990). Some antecedents of academic self-concept: A longitudinal study. British Journal of Educational Psychology, 60, 142–152.PubMedGoogle Scholar
  26. Code of Practice. (2001). Special educational needs code of practice. Nottinghamshire: Department for Education and Skills, DfES Publications.Google Scholar
  27. Coopersmith, S. (1967). The antecedents of self-esteem. Freeman: San Francisco.Google Scholar
  28. Craven, R. G., Marsh, H. W., & Debus, R. L. (1991). Effects of internally focussed feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83, 17–27.CrossRefGoogle Scholar
  29. Crow, R. E., Hoops, S. M., & Williams (1999). Improving students reading achievements through their use of self-esteem lessons. Saint Xavier University: Master’s Action Research Project.Google Scholar
  30. Cury, F., Biddle, S., Sarrazin, P., & Farnose, J. P. (1997). Achievement goals and perceived ability predict investment in learning a sport task. British Journal of Educational Psychology, 67, 293–309.PubMedGoogle Scholar
  31. Daderman, A., & af-Klinteberg, B. (1997). Personality dimensions characterising severely conduct disordered male juvenile delinquents. Reports from the Department of Psychology—Stockholm, 831, 1–21.Google Scholar
  32. DfE (1994). The education of children with EBD (Circular 9/94) London: HMSO.Google Scholar
  33. Dodds, J. (1994). Spelling skills and causal attributions in children. Educational Psychology in Practice, 10(2), 111–119.Google Scholar
  34. Dodds, P. S. (1993). Beyond the rainbow: A guide for parents of children with dyslexia and other learning difficulties (2nd ed.). Eric Document Reproduction Service.Google Scholar
  35. Durante, J. E. (1993). Attributions for achievement outcomes among behavioural subgroups of children with learning disabilities. Journal of Special Education, 27(3), 306–320.Google Scholar
  36. Dweck, C. S. (2000). Self theories: Their role in motivation, personality & development. Philadelphia: Psychology Press.Google Scholar
  37. Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in Children’s self-and-task perceptions during elementary school. Child Development, 64, 830–847.PubMedGoogle Scholar
  38. Edgar, B. (2001). Effective learning in secondary school: Teaching students with dyslexia to develop thinking and study skills. In Dyslexia and effective learning (Chapter 6). London: Whurr.Google Scholar
  39. Elbaum, B., & Vaughn, S. (1999). Can school based interventions enhance the self concept of students with learning disabilities? Two decades of research in learning disabilities: Reading comprehension, expressive writing, problem solving, self-concept. Keys to successful learning: A national summit on research in learning disabilities. New York: National Centre for Learning Disabilities.Google Scholar
  40. Emler, N. (2001). Self-esteem: The costs and courses of low self worth. Published for Joseph Rowntree Foundation by YPS.Google Scholar
  41. Eslea, M. (1999). Attributional styles in boys with severe behaviour problems: A possible reason for lack of progress on a positive behaviour programme. British Journal of Educational Psychology, 69, 33–45.PubMedCrossRefGoogle Scholar
  42. Eysenck, H. J. (1970). Readings in extraversion-introversion, Vol. 3. London: Staples Press.Google Scholar
  43. Feick, D. L., & Rhodewalt, F. (1997). The double-edged sword of self-handicapping: Discounting, augmentation and the protection and enhancement of self-esteem. Motivation and Emotion, 21, 147–163.CrossRefGoogle Scholar
  44. Fergusson, D. M., & Lynskey, M. T. (1997). Early reading difficulties and later conduct problems. Journal of Child Psychology and Psychiatry, 38, 899–907.PubMedGoogle Scholar
  45. Fink, R. P. (1998). Literacy development in successful men and women with dyslexia. Annals of Dyslexia, 48, 311–346.Google Scholar
  46. Fisher, B. L., Allen, R., & Kose, G. (1996). The relationship between anxiety and problem solving skills in children with and without learning disabilities. Journal of Learning Disabilities, 29, 439–446.PubMedGoogle Scholar
  47. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence. Hillsdale, NJ: Erlbaum.Google Scholar
  48. Frick, P. J., Kamphaus, R. W., Lahey, B. B., Loeber, R., Christ, M. A. G., Hart, E. L. et al. (1991). Academic underachievement and the disruptive behaviour disorders. Journal of Consulting and Clinical Psychology, 59, 289–294.PubMedCrossRefGoogle Scholar
  49. Gersten, R., & Baker, S. (1999). Reading comprehension instruction for students with learning disabilities. Two decades of research in learning disabilities: Reading comprehension, expressive writing, problem solving, self-concept. Keys to successful learning: A national summit on research in learning sisabilities. New York: National Centre for Learning Disabilities.Google Scholar
  50. Gersten, R., & Baker, S. (1999). Teaching expressive writing to students with learning disabilities. Two decades of research in learning disabilities: Reading comprehension, expressive writing, problem solving, self-concept. Keys to successful learning: A national summit on research in learning disabilities. New York: National Centre for Learning Disabilities.Google Scholar
  51. Gilbert, P. (1992). Depression: The Evolution of Powerlessness. Hove: Lawrence Erlbaum.Google Scholar
  52. Goldup, W., & Ostler, C. (2000). The dyslexic child at school and home. In J. Townend, & M. Turner (Eds.), Dyslexia in practice: A guide for teachers (pp. 311–340). London: Kluwer Academic/Plenum Publishers.Google Scholar
  53. Gross, A. H. (1997). Defining the self as a learner for children with learning difficulties. The World National Centre for Children with Learning Disabilities. www.ldonline.org.Google Scholar
  54. Haager, D., & Vaughn, S. (1995). Parent, teacher, peer and self-reports of the social competence of students with learning disabilities. Journal of Reading Disabilities, 28, 205–215.Google Scholar
  55. Hagborg, W. J. (1996). Self concept and middle school students with learning disabilities: A comparison of scholastic competence subgroups. Learning Disability Quarterly, 19, 117–126.Google Scholar
  56. Hagborg, W. J. (1999). Scholastic competence subgroups among high school students with learning disabilities. Learning Disability Quarterly, 22, 3–10.Google Scholar
  57. Hales, G. (1987). Personality Aspects of Dyslexia. Milton Keynes UK: Open University.Google Scholar
  58. Hamachek, D. (1995). Self concept and school achievement—Interaction dynamics and a tool for assessing the self-concept component. Journal of Counselling and Development, 73(4), 419–425.Google Scholar
  59. Harré, R. (1979). Social being: A theory for social psychology. Oxford: Basil Blackwell.Google Scholar
  60. Harter, S. (1983). Developmental Perspectives on the self-system. In P. Musson (Ed.), Carmichael’s manual on child Psychology, Vol. 4 Social and Personality development (pp. 274–386). New York: Wiley.Google Scholar
  61. Harter, S. (1986). Processes underlying the construction, maintenance and enhancement of the selfconcept in children. In J. Suls, A. G. Greenwald (Eds.), Psychological perspectives on the self. (pp. 3, 137–181). Hillsdale, NJ: Erlbaum.Google Scholar
  62. Harter, S. (1999). The construction of the self. London: The Guildford Press.Google Scholar
  63. Hartley, R. (1986). Imagine you’re clever. Journal of Child Psychology and Psychiatry. May 1986.Google Scholar
  64. Hatcher, J., & Rack, J. (2001). Spell-it: An overview of the project. Dyslexia Review (pp. 14, 1, 5–10) Staines: The Dyslexia Institute.Google Scholar
  65. Hawkes, B. B. (1995, November 8–10). Locus of control in early childhood education: Where did we come from? Where are we now? Where might we go from here? Paper presented at the annual conference of the Mid-South Educational Research Association. Biloxi, MS.Google Scholar
  66. Heiervang, E., Lund, A., Stevenson, J., & Hugdahl, K. (2001). Behaviour problems in children with dyslexia. Nordic Journal of Psychiatry, 55, 251–258.PubMedGoogle Scholar
  67. Herrnstein, R. J., & Murray, C. (1994). The Bell Curve: Intelligence and class structure. In American Life. Free Press (Macmillan).Google Scholar
  68. Hinshaw, S. P. (1992). Externalising behaviour problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–135.PubMedCrossRefGoogle Scholar
  69. Hoge, R. D., Andrews, D. A., & Leschied, A. W. (1996). An Investigation of risk and protective factors in a sample of youthful offenders. Journal of Child Psychology and Psychiatry, 37(4), 419–424.PubMedGoogle Scholar
  70. Hogenson, D. L. (1974). Reading failure and juvenile delinquency. Orton Society Annual Bulletin, 1974, p. 164–169.Google Scholar
  71. Holt, J. (1969). How children fail. Penguin Books. Harmondsworth: Middlesex.Google Scholar
  72. Hunter-Carsch, M., & Hughes, M. (2001). Spelling support in secondary education. Dyslexia and effective learning in secondary and tertiary education (Chapter 5). London: Whurr.Google Scholar
  73. James, W. (1983/1890). The principles of psychology. Cambridge, MA: Harvard University Press.Google Scholar
  74. Jorm, A. F., Share, D. L., Matthews, R., & MacLean, R. (1986). Behaviour problems in specific retarded and general reading backward children: A longitudinal study. Journal of Child Psychology and Psychiatry, 27, 33–45.PubMedGoogle Scholar
  75. Katz, I. (1996). The construction of racial identity in children of mixed parentage. Cromwell Press, Trowbridge, Wiltshire, UK.Google Scholar
  76. Klasen, E. (1972). The syndrome of specific dyslexia. Lancaster: Medical and Technical Publishing Co. Ltd.Google Scholar
  77. Kliewer, W., & Sandler, I. N. (1992). Locus of control and self-esteem as moderators of stressor-symptom relations in children and adolescents. Journal of Abnormal Child Psychology, 20(4), 393–413.PubMedCrossRefGoogle Scholar
  78. Kline, C. (1986). The dyslexia emotional dyad: Implications for diagnosis and treatment. Canadian Journal of Psychiatry, 31, 517–520.Google Scholar
  79. Kohut, H. (1977). The restoration of the self. New York: International Universities Press.Google Scholar
  80. Kloomok, S., & Cosden, M. (1994). Self concept in children with learning disabilities: The relationship between global self-concept, academic discounting, nonacademic self concept and perceived social support. Learning Disability Quarterly, 17, 140–153.Google Scholar
  81. Lawrence, D. (1988). Enhancing self-esteem in the classroom. London: Chapman.Google Scholar
  82. Livingstone, R. (1990). Psychiatric comorbidity with reading disability: A clinical study. Advances in Learning Disabilities: A Research Annual, 6, 143–155.Google Scholar
  83. Lobel, & Teiber (1994). Effects of self-esteem and need for approval on affective and cognitive reactions — Defensive and true self-esteem. Personality and Individual Differences, 16(2).Google Scholar
  84. Lund, R. (1986). The self-esteem of children with EBD. Maladjustment and Therapeutic Education, 5.Google Scholar
  85. Maines, B., & Robinson, G. (1995). You Can…. You KNOW You Can! Lame Duck Enterprises. Bristol, UK.Google Scholar
  86. Margerison, A. (1996). Self-esteem: Its effect on the development and learning of children with EBD. Support for Learning, 11, 176–180.Google Scholar
  87. Marsh, H. W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35–42.Google Scholar
  88. Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89,41–54.Google Scholar
  89. Marsh, H. W., & Yeung, A. S. (1999). The liability of psychological ratings: The chameleon effect in global self esteem. Personality and Social Psychology Bulletin, 25(1), 49–64.Google Scholar
  90. Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366–380.CrossRefGoogle Scholar
  91. Marsh, H. W., Craven, R., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic self concept: A developmental perspective. Merill-Palmer Quarterly, 45, 567–601.Google Scholar
  92. Maughn, B. (1995). Annotation: Long-term outcomes of developmental reading problems. Journal of Child Psychology and Psychiatry, 36, 357–371.Google Scholar
  93. Maughn, B., Pickles, A., Hagell, A., Rutter, M., & Yule, W. (1996). Reading problems and antisocial behaviour: Developmental trends in comorbidity. Journal of Child Psychology and Psychiatry, 37,405–418.Google Scholar
  94. Maslow, A. H. (1954). Motivation and personality. New York: Harper.Google Scholar
  95. Miles, T. (1996). The inner life of the dyslexic child. In V. P. Varma (Ed.), The Inner life of children with special needs (pp. 112–123). London: Whurr Publishers Ltd.Google Scholar
  96. Mruk, C. (1999a). A phenomenological theory of self-esteem. In Self-esteem. Research, theory and practice. (Chapter 5, pp. 155–194). London: Free Association Books.Google Scholar
  97. Mruk, C. (1999b). Major self-esteem theories and programs. In Self-esteem. Research, theory and practice (Chapter 4, pp. 115–154). London: Free Association Books.Google Scholar
  98. Mruk, C. (1999c). Self-esteem research findings. In self-esteem. Research, theory and practice (Chapter 3, pp. 69–113). London: Free Association Books.Google Scholar
  99. Mruk, C. (1999c). The meaning and structure of self-esteem. In Self-esteem. Research, theory and practice (Chapter 1, pp. 1–32). London: Free Association Books.Google Scholar
  100. Muijs, R. D. (1997). Predictors of academic achievement and academic self concept: A longitudinal perspective. Symposium: Self perception and performance. British Journal of Educational Psychology, 67, 263–277.PubMedGoogle Scholar
  101. Nabuzoka, D., & Smith, P. K. (1993). Sociometric status and social behaviour of children with and without learning difficulties. Journal of Child Psychology and Psychiatry and Allied Disciplines, 34, 1435–1448.Google Scholar
  102. Newton, C., Taylor, G., & Wilson, D. (1996). Circles of friends: An inclusive approach to meeting emotional and behavioural needs. Educational Psychology in Practice, Volome II pp. 41–48.Google Scholar
  103. Ogusthorpe, R. T. (1984). Handicapped children as tutors. Research Report, Brigham Young University.Google Scholar
  104. O’Keeffe, D. J. (1994). Truancy in English Secondary Schools: A Report prepared for the DFE: The Truancy Research Project, 1991–1992.Google Scholar
  105. Palladino, P., Poli, P., Masi, G., & Marcheschi, M. (2000). The relation between metacognition and depressive symptoms in pre-adolescents with learning disabilities: Data in support of Borkows model. Learning Disability Research and Practice, 15, 142–148.Google Scholar
  106. Panagos, R. J., & Dubois, D. L. (1999). Career self-efficacy development and students with learning disabilities. Learning Disabilities Research and Practice, 14, 25–34.CrossRefGoogle Scholar
  107. Palfreman, K. J. (2001). Students views of learning support. In M. Hunter-Carsch, & M. Herrington (Eds.), Dyslexia & Effective Learning in Secondary and Tertiary Education (Chapter 16). London: Whurr.Google Scholar
  108. Prior, M., Smart, D., Sanson, A., & Oberklaid, F. (1999). Relationships between learning difficulties and psychological problems in preadolescent children from a longitudinal sample. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 429–436.PubMedGoogle Scholar
  109. Rankin, J. L, Bruning, R. H., & Timme V. L. (1994). The development of beliefs about spelling and their relationship to spelling performance. Applied Cognitive Psychology, 8(3), 213–232.Google Scholar
  110. Richman, N., Stevenson, J., & Graham, P. J. (1982). Pre-school to school: A behavioural study. London: Academic Press.Google Scholar
  111. Riddick, B., Farmer, M., & Sterling, C. (1997). Students and dyslexia—Growing up with a specific learning difficulty, London, England: Whurr Publishers.Google Scholar
  112. Robinson, N. S. (1995). Evaluating the nature of perceived support and its relation to perceived self-worth in adolescents. Journal of Research on Adolescents, 5, 253–280.CrossRefGoogle Scholar
  113. Rogers, C. R. (1961). On becoming a person. London: Constable.Google Scholar
  114. Rosenberg, M., Schooler, C., & Schoenbach, C. (1989). Self-esteem and adolescent problems: Modeling reciprocal effects. American Sociological Review, 54, 1004–1018.Google Scholar
  115. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychology Monograph, 80, 609.Google Scholar
  116. Rutter, M., & Yule, W. (1970). Reading retardation and anti-social behaviour. In M. Rutter, J. Tizard, & K. Whitmore (Eds.), Education, health and behaviour (pp. 240–255). London: Longmans.Google Scholar
  117. Schlenker, B. R. (1980). Impression management: The self-concept, social identity and interpersonal relations. Monteray, CA: Brooks/Cole.Google Scholar
  118. Seifert, T. L., & O’Keefe, B. A. (2001). The relationship of work avoidance and learning goals to perceived competence, externality and meaning. British Journal of Educational Psychology, 71, 81–92.PubMedCrossRefGoogle Scholar
  119. Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3–17.Google Scholar
  120. Smith, D. S., & Nagle, R. J. (1995). Self perceptions and social comparisons among children with learning disabilities. Journal of Learning Disabilities, 28, 364–371.PubMedCrossRefGoogle Scholar
  121. Song, I., & Hattie, J. (1984). Home environment, self concept and academic achievement: A causal modelling approach. Journal of Educational Psychology, 76, 1269–1281.Google Scholar
  122. Stanley, P. D., Dai, Y., & Nolan, R. F. (1997). Differences in depression and self-esteem reported by learning disabled and behaviour disordered middle school students. Journal of Adolescence, 20, 219–222.PubMedCrossRefGoogle Scholar
  123. Steinhausen, H. C., & Metzke, C. W. (2001). Risk, compensatory, vulnerability and protective factors influencing health in adolescence. Journal of Youth and Adolescence, 30, 259–267.CrossRefGoogle Scholar
  124. Strage, A. (1997). Agency, communion and achievement motivation. Adolescence, 32,126,299–312.PubMedGoogle Scholar
  125. Strehlow, U. (1994). Katamnestic studies on dyslexia. Acta-Paedopsychiatrica:-International Journal of Child and Adolescent Psychiatry, 56, 219–228.Google Scholar
  126. Strehlow, U., Kluge, R., Moller. H., & Haffner, J. (1992). Long-term course of developmental dyslexia beyond school age—A follow-up study. Zeitschrift fur Kinder-und-Jugendpsychiatrie und Psychotherapi, e20, 254–265.Google Scholar
  127. Sunderland, H., & Klein, C. (1998). Dyslexia in prisons. London Language and Literacy Unit.Google Scholar
  128. Swanson, H. L. (1999). Intervention research for adolescents with learning disabilities. Two Decades of research in learning disabilities: Reading comprehension, expressive writing, problem solving, self-concept. Keys to successful learning: A national summit on research in learning disabilities. New York: National Centre for Learning Disabilities.Google Scholar
  129. Thompson, T. (1994). Self worth protection: Review and implications for the classroom. Journal of Educational Review, 46, 259–274.Google Scholar
  130. Thorstad, I. (1999). An investigation into the incidence of dyslexia at HMYOI, Onley. Project Research, Birmingham’s Regional College.Google Scholar
  131. Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioural disorders and language impairment among second-grade children. Journal of Child Psychology and Psychiatry, 41(4), 473–482.PubMedCrossRefGoogle Scholar
  132. Townend, J., & Turner, M. (2000). Dyslexia in practice—A guide for teachers. New York: Plenum.Google Scholar
  133. Turner, M. (1997). Psychological assessment of dyslexia. London: Whurr.Google Scholar
  134. Turner, M., Sercombe, L., & Cuffe-Fuller, A. (2000). Dyslexia and Crime Dyslexia Review 12,1, 4–5.Google Scholar
  135. Walker, J., & Brooks, L., (Eds.) (2000). Dyslexia Institute literacy programme. London: James and James.Google Scholar
  136. Watson, P. (2002). Why Psychiatry has failed. New Statesman, 1st July 2002.Google Scholar
  137. Westhues, A., Clarke, L., Watton, J., & Claire-Smith, S. S. (2001). Building positive relationships: An evaluation and outcome, big sister program. The Journal of Primary Prevention, 21, 477–493.CrossRefGoogle Scholar
  138. Willcutt, E. G., & Pennington, B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal Child Psychology and Psychiatry, 41(8), 1039–1048.Google Scholar
  139. White, M. (1963). Ego and reality in psychoanalytic theory: A proposal regarding independent ego energies. Psychological Issues, 3, 125–150.Google Scholar
  140. White, M. (2002). 50 Activities for raising self esteem. Cambridge: Pearson.Google Scholar
  141. Yasutake, D., Bryan, T., & Dohrn, E. (1996). The effects of combining peer tutoring and attribution training on students’ perceived self-competence. Remedial and Special Education, 17(2), 83–92.CrossRefGoogle Scholar

Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  • Jacky Ridsdale
    • 1
  1. 1.The Dyslexia InstituteSheffieldUK

Personalised recommendations