ABSTRACT
Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students.
Objective:
The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers.
Methods:
In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor’s Self-Assessment Scale of Anxiety, Beck’s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI).
Results:
Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group.
Conclusions:
The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
Keywords:
self-esteem; anxiety; depression; dyslexia
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