Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles

Abstract

Objective

Adopting a socio‐ecological perspective, we used data extracted from clinical casefiles to investigate factors associated with externalising and internalising problems in a large, representative sample of children with a diagnosis of dyslexia.

Method

This study is a secondary analysis of data collected by the Dyslexia‐SPELD Foundation in Western Australia. Casefiles for school‐aged children who had received a dyslexia diagnosis in 2014 and 2015 were identified (n = 1,235), and a subset of casefiles were randomly selected for data extraction (n = 454). Of the sample, 58% (n = 262) were male, 42% (n = 192) were female. Ages ranged between 6 and 17-years (M = 12.32, SD = 3.07). Casefiles include results from assessments of literacy‐related achievement, as well as parent‐reported information on behavioural and socio‐emotional development.

Results

After controlling for child age, gender, and reading ability, it was found that low self‐esteem, difficulties in emotion regulation, and social skills difficulties were all associated with externalising problems. Additionally, low self‐esteem, difficulties in emotion regulation, and bullying victimisation were all associated with internalising problems. Peer relationship difficulties were indirectly associated with both externalising and internalising problems through associations with low self‐esteem and difficulties in emotion regulation.

Conclusion

Self‐esteem, bullying victimisation, emotion regulation, social skills, and peer problems are salient correlates of externalising and internalising problems in children with a diagnosis of dyslexia. Implications for intervention are discussed, both universal school‐based mental health promotion programs, as well as more targeted programs for children with dyslexia.

Key words:

• dyslexia
• externalising
• internalising
• mental health
• reading
• socio‐ecological

Funding information Healthway

Funding information Healthway

ACKNOWLEDGEMENTS

This work was supported by Healthway, through a research grant (24342). We would like to thank Sarah Holloway, Yppres Drew, and Kelly Fullarton for their assistance in data extraction and entry, and Tina Kilpatrick for her assistance in data coding.

Notes

Funding information Healthway

1. Although it should be noted that, consistent with DSM 5 guidelines, a student may be deemed to meet criteria even if performing at levels close to or within the average range, if the student is receiving high levels of ongoing support and/or is contributing and sustaining unusually high levels of personal effort