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Mental health among children with and without reading difficulties

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Abstract

This study explored the relationship between mental health, i.e., depression and anxiety, and reading difficulties (RD) in Chinese elementary school children. Participants were 1535 grades 3, 4, and 5 students from three elementary schools in Xi’an, China. Children with and without RD were compared to their depression and anxiety. Additionally, children’s self-ratings, parents’ ratings, and teachers’ ratings of depression and anxiety were compared to better understand mental health issues of Chinese children with RD. The findings showed that Chinese children with RD experienced more depression but not anxiety compared to their typically developing peers across all three grade levels. Reports from all three informants consistently reflected that children with RD experienced more depression. However, some inconsistencies were found between self-reported levels of depression and anxiety and the observations made by parents and teachers. Children reported experiencing more depression than their parents and teachers observed but less anxiety than their parents reported. This study emphasizes the importance of understanding the links between RD and mental health and the need for appropriate intervention programs to help children with RD cope with the mental health challenges.

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The data that support the findings of this study are available from the corresponding author upon reasonable request.

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  1. Department of Curriculum & Instruction, College of Education, University of Houston, 3657 Cullen Blvd, Houston, TX, 77204, USA

    Miao Li

  2. Department of Special Education, School of Education, Shaanxi Normal University, Xi’an, China

    Wei Zhao & Mengmeng Liu

  3. Lugang Primary School of Shaanxi Normal University, Xi’an, China

    Lele Zhang

  4. Department of Educational and Psychological Studies, University of South Florida, Tampa, USA

    Gen Li

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Li, M., Zhao, W., Liu, M. et al. Mental health among children with and without reading difficulties. Ann. of Dyslexia 74, 27–46 (2024). https://doi.org/10.1007/s11881-023-00296-2

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