THE INFLUENCE OF DYSLEXIA ON CHILDRENS' SELF-ESTEEM IN PRIMARY SCHOOL
DOI:
https://doi.org/10.35120/kij5405757zKeywords:
self-esteem, dyslexia, self-confidenceAbstract
Dyslexia is a learning disorder that is characterized by children's impaired ability to read and spell words.
Self-esteem is confidence and belief in one's own worth. Strong self-esteem is associated with good psychological
health. Children spend most of their days in school and this environment forms the sense of worth for many
children. Dyslexia regularly causes failure in school and is usually accompanied by behavioral and emotional
problems: instability, lack of discipline, resistance, passive or aggressive attitude, refusal of school, isolation, and
feelings of inferiority (Shaywitz S.E., Shaywitz J.E., Shaywitz B.A. (2021). The most common mistakes, such as
blaming the child for poor school performance or attributing the cause to psychological problems, regularly lead to
poor self-image, affect their confidence, or low self-esteem (Chica, 2017). School can quickly shatter the self-esteem
of a dyslexic child. Dyslexia has a negative effect on self-esteem, but this effect depends on levels of support at
home and at school. Clinical research shows the emotional and motivational factors associated with dyslexia.
The purpose of the present study is to investigate the factors that influence the self-esteem of students with dyslexia.
Provides a brief overview of some of the key literature in this area and then describes a study conducted in three
mainstream primary schools in the eastern part of the Republic of North Macedonia.
Methodology: data were collected using semi-structured interviews with students who received an official diagnosis
of dyslexia. Eleven students voluntarily participated in an interview. The study looked at the influence of factors
such as comparisons with other students and the influence of teachers, peers and family on students' self-esteem.
The results of the study show that these factors contribute significantly to the self-esteem of students with dyslexia.
The most significant contributor to students' self-esteem is being diagnosed with dyslexia and being labeled.
Conclusions: Dyslexic children with high self-esteem display more confidence and will volunteer answers or try out
new subjects/tasks than lower self-esteem children. These high self-esteem children expect to succeed and attribute
success to their skill/ability.
Recommendations: early diagnosis of dyslexia is essential to creating a positive self-image and recommends that
further research is needed on the meaning of the diagnosis for these learners. Children with dyslexia can achieve
higher self-esteem, not just developed communication and writing competence.
References
Armstrong, D., & Humphrey, N. (2008). Reactions to a diagnosis of dyslexia among students entering further
education: Development of the ‘resistance–accommodation’ model. British Journal of Special
Education;36(2):95-102
Casserly, A. M. (2013). The socio-emotional needs of children with dyslexia in different educational settings in
Ireland. Journal of Research in Special Educational Needs, 13(1), 79–91
Chilca, M. (2017). Autoestima, hábitos de estudio y rendimiento académico en estudiantes universitarios. Propósitos
y Representaciones, 5(1), 71- 127. doi: https://doi.org/10.20511/pyr2017.v5n1.145
Humphrey, N., & Mullins, P. (2002a) Personal constructs and attribution for academic success and failure in
dyslexia. British Journal of Special Education, 29, 4, 196–203.
Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support for Learning, 22(1), 36–
Leitão, S., Dzidic, P., Claessen, M., Gordon, J., Howard, K., Nayton, M., & Boyes , M.E. (2017). Exploring the
impact of living with dyslexia: The perspectives of children and their parents. Int. J. Speech-Lang.
Pathol. 2017;19:322–334. doi: 10.1080/17549507.2017.1309068.
Lindeblad, E., Svensson, I., & Gustafson, S. (2016). Self-concepts and psychological well-being assessed by Beck
youth inventory among pupils with reading difficulties. Reading Psychology, 37(3), 449– 469
McArthur, G.M., Filardi, N., Francis, D.A., Boyes, M.E., & Badcock, N.A. (2020). Self-concept in poor readers: A
systematic review and meta-analysis. PeerJ. 2020;8:e8772. doi: 10.7717/peerj.8772
Nalavany, B. A., & Carawan, L. W. (2012). Perceived family support and self-esteem. The mediational role of
emotional experience in adults with dyslexia. Dyslexia, 18, 58-74.
O’ Brien T. (2019) Affective issues impacting children with dyslexia in a special school in Ireland. Journal of
Research in Special Educational Needs.19(4):315-324
Riddick, B. (1996). Living With Dyslexia London and New York: Routledge
Shaywitz, S.E., Shaywitz, J.E., & Shaywitz, B.A. (2021). Dyslexia in the 21st century. Curr. Opin.
Psychiatry. 2021;34:80–86. doi: 10.1097/YCO.0000000000000670.
Тhomson, M., & Hartley, G. M. (1980). Self-esteem in dyslexic children. Academic Therapy, 16, 1, 19–36.
