Running head: DYSLEXIA AND SELF-ESTEEM IN MIDDLE CHILDHOOD 1

Dyslexia and Self-esteem in Middle Childhood

Kasey A. Johnson

Dallas Baptist University

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Middle Childhood-Physical Development

Middle childhood is considered to be six to twelve years of age. It is a very exciting time

where the child continues to grow, learn, and improve many skills. Given the suitable

opportunities, children in middle childhood learn to dance, jump rope, swim, ride a bicycle,

write, or play group sports such as soccer, basketball, and baseball. According to Dunn & Craig

(2013), “Growth is slower and steadier…bones grow longer as the body lengthens and broadens”

(p. 219). When bones grow rapidly, this growth produces growing pains. Due to the growing

pains, parents should be more aware during this time, because the ligaments of the child are not

fully established. Dunn & Craig (2013) state, “Middle childhood is typically one of the healthiest

periods in life” (p. 222). Children will continue to get an occasional cold, upset stomach, and ear

infections, but the improvement in health “is partly the result of greater immunity due to

previous exposure and partly because most school-age children have somewhat better nutrition,

health, and safety habits than younger children” (Dunn & Craig, 2013, p. 222). “nearly 19% of

U.S. children ages 6-11 are considered to be obese, which represents a huge increase from the

early 1970’s, when the increase was only 4%” (Dunn & Craig, 2013, p. 222). Therefore, it is

recommended that all U.S. children engage in at least sixty minutes or more of muscle-

strengthening, physical activity, and aerobic exercise every day.

Middle Childhood-Cognitive Development

Jean Piaget, a Swiss psychologist, is known for his work in child development.

“According to Piaget’s theory, children make the transition from preoperational thought to

concrete operational thought during the years from ages 5 to 7” (Dunn & Craig, 2013, p. 227).

Children start to think more logically, classify, understand math concepts based on concrete

operations, and see the world in a different way than before. Dunn & Craig (2013) note, “during
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middle childhood, children develop metacognitive abilities that they use in planning, making

decisions, and solving problems” (p. 230). They begin to foster more complex intellectual

processes that allow them to monitor their own thinking, goals, and actions. Middle childhood is

also a time when children begin to venture out more independently from their parents to safely

explore the world. The main goal of middle childhood is to resolve the issue of industry versus

inferiority; a term coined by Erick Erickson, a German born American psychologist known for

his stages of Cognitive Development. Dunn & Craig (2013) note, “When children succeed in

school, they typically incorporate a sense of industry to their self-image” (p. 252). They feel a

sense of accomplishment when they succeed, which adds to their self-confidence. However,

some children do not achieve mastery and begin to feel inferior when compared to their peers.

“This sense of inferiority can affect these children’s personalities throughout life if it is not

compensated by success in other activities” (Dunn & Craig, 2013, p. 252).

Learning Disabilities

When middle childhood children enter school, “they typically encounter demands and

expectations that differ markedly from those at home” (Dunn & Craig, 2013, p. 236). Children

learn much more material at a much faster rate, and must conform to new rules and expectations

in the classroom. Occasionally, students who enter grade school begin to struggle with

socializing with peers, regulating their emotions, and/or performing academically. The

difficulties children struggle with can be classified as intellectual disabilities, which are viewed

as significantly sub-average intellectual functioning, or learning disorders, which involve

difficulty learning some specific academic skills. Examples of intellectual disabilities include

Down syndrome, Fetal Alcohol Spectrum Disorder, and Fragile X syndrome. Examples of

learning disorders include Dyslexia, Attention-Deficit/Hyperactivity Disorder (ADHD), and

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Autism Spectrum Disorder. One particular learning disorder that is widely known is Dyslexia.

“Children with dyslexia somehow remain stuck in the early stages of reading” (Dunn & Craig,

2013, p. 242). Dunn & Craig (2013) also note, “Today, dyslexia is generally understood to be a

disorder involving how basic speech sounds are processed in the language system of the brain”

(p. 244). Students with dyslexia struggle to read and process information the way other students

do. This struggle tends to hold them back, and students often develop a dislike of reading. Lyon

(2003) states, “Poor readers lag far behind in vocabulary development and in the acquisition of

strategies for understanding what they read, and they frequently avoid reading and other

assignments that require reading” (p. 17).

Dyslexia and low self-esteem

“Self-esteem refers to whether people see themselves positively (high self-esteem),

negatively (low self-esteem), or somewhere in between” (Dunn & Craig, 2013, p. 252). Students

that are diagnosed with dyslexia have a more difficult time staying on track with the rest of the

class and oftentimes see themselves as different or not as smart as the other students. “Dyslexia

also affects emotional well-being…Findings also show that dyslexic children may also often

experience emotional difficulties, showing signs of depression or withdrawl, because they may

feel lonely, isolated, or excluded” (Falzon & Camilleri, 2010, p. 307). Dyslexic students may

often become timid and reluctant to participate due to insecurity with their ability to read the

text. Starting around age eight, children’s statements about themselves, called self-referential

statements, become much more comparative, “meaning that children with special needs may be

making unrealistic comparisons with their peers” (Humphrey, 2002, p. 30). They may also

escape stressful situations and ask for reassurance more than other students. Glazzard (2010)

states, “learners with dyslexia experience teasing and bullying and feelings of exclusion” (p. 63).
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These students become weak academically, are perceived as such by their classmates, and are

ridiculed for it. Dunn & Craig (2013) state, “Children who tend to do well when they are

confident in their own abilities; their success then bolsters and increases their self-esteem” (p.

253).

Case Study

One nine-year-old female with dyslexia recently portrayed the behaviors

described above. She was in third grade, and in the beginning of the year she could not read or

write a complete, coherent sentence. This caused her to be very withdrawn, and fidgety, as she

would check her work with her neighbor’s work quite frequently to make sure her work looked

like others around her. Most of the time she did not volunteer or engage in class. Instead she

became the class clown and enjoyed making people laugh as a defense mechanism. During the

year she began seeing a dyslexic specialist on campus, and by the end of the year she was

volunteering to read and was able to write a complete sentence with minimal assistance. This

boosted her confidence and self-esteem, and she felt more a part of the class. This demonstrates,

“self-esteem has roots in early childhood and is influenced by children’s experiences with

success and failure and by their interactions with parents and peers” (Dunn & Craig, 2003, p.

252).

How to help dyslexic students

Early diagnosis of dyslexia is vital to the student’s well-being. According to

Humphrey (2002), “There is a need now more than ever for identifying those at risk for dyslexia

as soon as possible” (p. 35). In doing this, Humphrey (2002) states, “we could also spare children

with dyslexia some of the humiliation and trauma that they experience prior to identification” (p.

35). In addition to an early diagnosis, there are several other factors that can also increase a
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dyslexic student’s self-esteem. Counselors at school campuses need to be aware and educated on

learning disabilities that affect students including dyslexia. Falzon and Camilleri (2010) note,

“Research states that counsellors must work with dyslexic students, not only to overcome

negative self-image, but on how students can adapt their learning and study styles” (p. 301).

When counselors and teachers work together, they will foster an environment where students

begin to love learning despite disabilities. Accoring to Falzon and Camilleri (2010), “Counseling

should be supported by the school environment and the class teacher, who must create a safe,

positive, and accepting environment” (p. 312). Creating a warm classroom environment involves

teachers. Glazzard (2010) reports, “Research has indicated that teachers have a significant

influence on the development of self-esteem in pupils with dyslexia and unfair treatment from

teachers can impact negatively on self-esteem” (p. 63). Children spend the majority of the day

with teachers at school, and each teacher has the capability to shape students positively or

negatively. Peers also play a role in helping dyslexic students. When students help each other in

small groups, learning increases in all parties involved. The more learning disabled students stay

in the classroom and work with other students, the less different they feel. Humphrey (2003)

states, “A peer mentor would provide the dyslexic child with a ‘confidant’. This would be

particularly important in cases where the child did not feel a great deal of trust towards his/her

classmates or teacher” (p. 134). Last of all, the family of the student plays a role in shaping self-

esteem. “Family involvement is an essential element to improving educational outcomes for

children with disabilities” (Lechtenberger, 2004, p. 18). When everyone works together, the

dyslexic student is able to increase self-esteem and overcome most obstacles.

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Conclusion

In conclusion, students that have been diagnosed with dyslexia are shown to struggle with

reading in academic settings and therefore have a lower self-esteem than other students their age.

Students with dyslexia and other learning disabilities benefit from involvement of family, peers,

and teachers in the student’s life and education. Early diagnosis is key to helping the student

become successful and avoid most of the negativity from peers in school. Psalm 139:13-14 states

“For you created my inmost being; you knit me together in my mother’s womb. I praise you

because I am fearfully and wonderfully made; your works are wonderful, I know that full well”

(New International Version). Every child is created just the way God intended, is normally very

resilient, and is able to overcome many obstacles; especially when surrounded by loving,

encouraging, and supportive environment.

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References

Dunn, Wendy L., & Crag, Grace J. (2013). Understanding human development. New Jersey:
Pearson Education, Inc.

Falzon, R., & Camilleri, S. (2010). Dyslexia and the school counsellor: A Maltese case
study. Counselling and Psychotherapy Research, 10(4), 307-315.

Glazzard, J. (2010). The impact of dyslexia on pupils' self‐esteem. Support for Learning, 25(2),
63-69.

Lyon, G. R. (2003). Reading disabilities: Why do some children have difficulty learning to read?
What can be done about it. Perspectives, 29(2), 17-19.

Lechtenberger, D., & Mullins, F. E. (2004). Promoting Better Family-School-Community

Partnerships for All of America's Children. Beyond Behavior,14(1), 17-22.

Humphrey, N. (2003). Facilitating a positive sense of self in pupils with dyslexia: the role of
teachers and peers. Support for Learning, 18(3), 130-136.

Humphrey, N. (2002). Teacher and pupil ratings of self‐esteem in developmental

dyslexia. British Journal of special education, 29(1), 29-36.