Risk and Resilience Correlates of Reading among Adolescents with Language-Based Learning Disabilities during COVID-19

Autor/inn/en	Marks, Rebecca A.; Norton, Rachel T.; Mesite, Laura; Fox, Annie B.; Christodoulou, Joanna A.
Titel	Risk and Resilience Correlates of Reading among Adolescents with Language-Based Learning Disabilities during COVID-19
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 2, S.401-428 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marks, Rebecca A.) ORCID (Norton, Rachel T.) ORCID (Mesite, Laura) ORCID (Fox, Annie B.) ORCID (Christodoulou, Joanna A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10361-8
Schlagwörter	Risk; Resilience (Psychology); Students with Disabilities; Learning Disabilities; Language Impairments; COVID-19; Pandemics; Adolescents; Reading Achievement; Social Emotional Learning; Oral Reading; Predictor Variables + Suchen Sie Ihr Suchwort? Risiko; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Prädiktor
Abstract	Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16-18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020-2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF). Path analyses revealed that students' Time 2 oral reading scores were significantly and uniquely predicted by socioemotional resilience, even when controlling for word-level reading at Time 1. Socioemotional risk, EF, and perceived COVID-19 impact were not directly related to Time 2 oral reading scores; however, students' resilience mediated the associations between risk and reading outcomes. These results demonstrate that adolescents' mental health concerns, self-regulatory ability, and socioemotional resilience were all associated with their experiences of the COVID-19-related stress. However, despite the high-risk context of the pandemic, and socio-emotional challenges faced by students with LBLD, our findings indicate that resilience directly predicts end-of-year reading outcomes and mediates the impact of socioemotional risk on achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01