ORCID Profile
0000-0001-9962-3934
Current Organisations
Macquarie University
,
University of Tasmania
,
Children's Hospital at Westmead
,
Black Dog Institute
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Publisher: PeerJ
Date: 24-02-2021
DOI: 10.7717/PEERJ.10987
Abstract: A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and in idual data revealed that 12 weeks of PRAX intervention significantly improved children’s reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.
Publisher: PeerJ
Date: 20-05-2016
DOI: 10.7287/PEERJ.PREPRINTS.2062V1
Abstract: In iduals with poor reading ability are at greater risk of educational and occupational difficulties. In addition to this, these in iduals are also at greater risk of poor health outcomes, particularly mental health. At least some of this association may be underpinned by poor self-concept however, the evidence for this relationship is mixed. In this systematic review protocol, we outline an approach to adjudicate between three reasons for these mixed results: (1) poor reading is more closely associated with some types of self-concept than others (2) low self-concept is more closely associated with some types of poor reading than others and (3) low self-concept is not associated with poor reading per se, but is associated with co-morbid problems with language or attention. The protocol proposes a review (based on PRSIMA-P guidelines) to use the existing literature to explore the evidence for these possibilities to better understand the association between poor reading and low self-concept.
Publisher: PeerJ
Date: 16-03-2020
DOI: 10.7717/PEERJ.8772
Abstract: The aims of this systematic review and meta-analyses were to determine if there is a statistically reliable association between poor reading and poor self-concept, and if such an association is moderated by domain of self-concept, type of reading impairment, or contextual factors including age, gender, reading instruction, and school environment. We searched 10 key databases for published and unpublished studies, as well as reference lists of included studies, and studies that cited included studies. We calculated standardised mean differences (SMDs) and 95% confidence intervals for one primary outcome (average self-concept) and 10 secondary outcomes (10 domains of self-concept). We assessed the data for risk of bias, heterogeneity, sensitivity, reporting bias, and quality of evidence. Thirteen studies with 3,348 participants met our selection criteria. Meta-analyses revealed statistically significant SMDs for average self-concept (−0.57) and five domains of self-concept (reading/writing/spelling: −1.03 academic: −0.67 math: −0.64 behaviour: −0.32 physical appearance: −0.28). The quality of evidence for the primary outcome was moderate, and for secondary outcomes was low, due to lack of data. These outcomes suggest a probable moderate association between poor reading and average self-concept a possible strong association between poor reading and reading-writing-spelling self-concept and possible moderate associations between poor reading and self-concept in the self-concept domains of academia, mathematics, behaviour, and physical appearance.
Publisher: Wiley
Date: 03-06-2022
DOI: 10.1002/ACP.3970
Abstract: There is a reliable association between poor reading and anxiety, but we do not completely understand the specifics of this relationship. The current study included a s le of children ( N = 284 M age = 9.30, SD age = 1.31) who completed a reading (word, nonword, and text reading accuracy, word, nonword, and text reading fluency, passage reading comprehension) and anxiety (social anxiety, generalized anxiety, separation anxiety, physical injury fears hobias, panic, obsessive compulsive symptoms) assessment. Analyses included bivariate and partial correlations, principal components analysis, and hierarchical clustering. We found a very tentative suggestion in the data that there may be a specific yet weak association between reading accuracy and social anxiety. The clinical implications and directions for future research are discussed.
Publisher: Elsevier BV
Date: 02-2019
DOI: 10.1016/J.CPR.2018.09.002
Abstract: Numerous studies have demonstrated an association between learning disabilities and internalising problems such as anxiety and depression. However, our understanding of this association for people with specific types of learning disability - such as poor reading - is poorly understood. Here, we present the first systematic review and meta-analysis of studies that have examined associations between poor reading and internalising problems - including anxiety and depression - in children, adolescents, and adults. Our systematic search identified 34 studies comprising 16,275 participants (N = 2491 poor readers). Our meta-analysis revealed statistically significant differences between poor readers and typical readers on general measures of internalising problems (d = 0.41), as well as specific measures of anxiety (d = 0.41) and depression (d = 0.23). These outcomes suggest that poor readers are at moderate risk for experiencing internalising problems compared to typical readers, which appears to stem from a greater risk for anxiety than depression.
Publisher: Wiley
Date: 14-11-2018
No related grants have been discovered for Deanna Francis.