Internalizing, externalizing and attention problems in dyslexia

Children with dyslexiaControlsM (SD)M (SD)p ValueEffect size (Cohen's d)Word-chain test10.42 (2.58)22.31 (5.95)0.0002.59Word reading (max.=24) Accuracy20.54 (2.53)22.73 (1.37)0.0001.1 Speed (sec.)54.19 (19.92)28.04 (10.14)0.0001.7Spelling accuracy (max.=24)15.58 (2.97)20.58 (2.28)0.0001.9Non-word reading (max.=24) Accuracy19.08 (4.13)21.00 (1.83)ns Speed (sec.)65.31 (24.37)50.58 (19.50)0.0170.7Phonological tasks Word-manipulating (max.=20)17.58 (2.00)19.15 (1.35)0.0010.9 Syllable-manipulating (max.=15)5.23 (3.58)8.04 (3.74)0.0090.8Sound-blending, words (ITPA) (max.=24)21.96 (1.40)22.62 (1.72)0.0420.4 Phonological analysis (max. =36)34.92 (1.65)35.65 (0.69)nsRAN (CTOPP), speed (sec.) Objects82.19 (22.44)71.19 (9.26)0.0510.6 Digits43.73 (6.97)40.27 (8.42)ns Letters44.15 (7.48)39.31 (5.79)0.0150.7Retrieval of words (in 60 sec.) Food11.81 (3.50)14.35 (3.91)0.0190.7 Animals12.58 (3.79)12.58 (2.60)ns Words starting with “S”09.00 (3.11)10.92 (2.87)0.0300.6 Words starting with “L”07.19 (2.30)8.96 (2.57)0.0080.7

[i] CTOPP, Comprehensive Test of Phonological Processes; ITPA, Illinois Test of Psycholinguistic Abilities.

[ii] p Value = Mann–Whitney U test.

Table 2.

T-score means and standard deviations of behavioural problems in children with dyslexia and controls reported by parents (N= 26) and teachers (N= 26).

Children with dyslexiaControlsM (SD)M (SD)p ValueEffect size (Cohen's d)CBCL Internalizing problems50.31 (12.21)44.69 (9.47)ns Externalizing problems46.69 (11.49)43.23 (9.46)ns Total problems48.65 (11.25)42.08 (10.12)nsTRF Internalizing problems47.92 (8.63)41.92 (6.18)0.0060.8 Externalizing problems51.23 (8.48)45.27 (6.89)0.0090.8Total problems51.19 (7.68)40.62 (9.82)0.0001.2

[i] Note: Differences between groups are expressed as p values and effect sizes.

[ii] CBCL, Child Behavior Checklist; TRF, Teacher's Report Form; p value = Mann–Whitney U test.

Table 3.

Children with T scores for internalizing (Int.), externalizing (Ext.) and total behaviour problem (total) above clinical cut-off points.

CBCLTRFGroupSexInt.Ext.TotalInt.Ext.TotalDM67^*5863605152DF3357435068^*60DM65^*4858535960DM65^*4653484140DM414444385660DM82^*73^*75^*4765^*62DM5265^*60486254DM50333965^*6159DM65^*65^*68^*65^*6262DM615862555154CM6158605367^*67^*CM5064^*53384132CM586155384132CM633345384132

[i] Note: Bold indicates T scores above the 84th percentile; *indicates T scores above the 90th percentile. D, children with dyslexia; C, controls; M, male; F, female; CBCL, Child Behavior Checklist; TRF, Teacher's Report Form.

Table 4.

Syndrome scale scores with significant differences for children with and without dyslexia reported by parents and teachers.

Children with dyslexia (N=26)Controls (N=26)M (SD)M (SD)p-ValueEffect size (Cohen's d)CBCL Attention problems56.77 (8.18)53.77 (5.93)0.0080.4TRF Anxious depressed53.35 (5.28)51.08 (2.61)0.0480.6 Withdrawn/depressed52.73 (3.48)50.58 (1.21)0.0050.8 Social problems54.96 (4.93)51.38 (3.67)0.0010.8 Attention problems54.00 (4.48)51.73 (4.18)0.0060.5 Aggressive behaviour55.12 (5.90)51.38 (3.68)0.0060.8

[i] Note: T-score means (M), standard deviations (SD) and differences between the means expressed as p values and effect sizes are presented.

[ii] CBCL, Child Behavior Checklist; TRF, Teacher's Report Form; p value = Mann–Whitney U test.

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DOI: https://doi.org/10.1080/15017419.2013.781953 | Journal eISSN: 1745-3011

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Language: English

Page range: 179 - 193

Submitted on: Mar 15, 2011

Accepted on: Jan 17, 2013

Published on: May 2, 2014

Published by: Stockholm University Press

In partnership with: Paradigm Publishing Services

Keywords:

dyslexia,

internalizing problems,

externalizing problems,

attention problems

© 2014 Anne Elisabeth Dahle, Ann-Mari Knivsberg, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 16 (2014): Issue 2