Cognitive and emotional challenges in children with reading difficulties.
Cognitive and emotional challenges in children with reading difficulties.
复制标题
有阅读困难的儿童的认知和情感挑战。
DOI：
10.1111/apa.14672
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Horowitz-Kraus,Tzipi
中科院分区：
文献类型：
--
作者：
Nachshon,Ohad;Horowitz-Kraus,Tzipi
阅读障碍的特点是在阅读和认知控制方面都存在主要困难。有阅读困难的儿童也会经历广泛的社会和情感困难，如自尊心低、焦虑和抑郁。本研究的目的是确定是否有联系的情绪和认知控制的困难和挑战，在阅读的儿童阅读困难相比，典型的readers.MethodsChildren 8岁至12岁（N = 98）无论是与阅读困难或典型的读者参加了目前的研究。认知控制，特别是执行功能，情绪和阅读能力进行了比较，两组之间的correlated.ResultsChildren与阅读困难表现出显着较低的执行功能和情感能力相比，典型的读者。阅读能力下降与执行功能和情感能力下降有关。ConclusionThe results provide insight about the relationship between cognitive，emotional and阅读abilities：executive functions difficulties may cause emotional stress，which turn drops the ability to monitor，inhibit and pay attention to the written material，which improve阅读to a greater degree.结果支持需要一个情绪评估儿童阅读困难，可以在儿科医生的咨询室。
AimDyslexia is characterised by a primary difficulty in both reading and cognitive control. Children with reading difficulties also experience a broad range of social and emotional difficulties, such as low self‐esteem, anxiety and depression. The aim of the study was to determine whether there is a linkage between emotional and cognitive‐control difficulties and challenges in reading in children with reading difficulties compared to typical readers.MethodsChildren eight years to 12 years of age (N = 98) either with reading difficulties or typical readers participated in the current study. Cognitive control, specifically executive functions, and emotional and reading abilities were compared between the two groups and correlated.ResultsChildren with reading difficulties showed significantly lower executive functions and emotional abilities compared to typical readers. Decreased reading ability was related to decreased executive functions and emotional abilities.ConclusionThe results provide insight regarding the relationship between cognitive, emotional and reading abilities: executive functions difficulties may cause emotional stress, which in turn decreases the ability to monitor, inhibit and pay attention to the written material, which impair reading to a greater degree. Results support the need for an emotional evaluation in children with reading difficulties that can be performed in a paediatrician's consulting room.