LANGUAGE/LITERACY DIFFICULTIES AND MENTAL HEALTH
LANGUAGE AND LITERACY IN YOUNG PEOPLE, in collaboration with the Dyslexia-SPELD Foundation (DSF) and the Association of Independent Schools of WA (AISWA), is investigating links between language and literacy difficulties and child mental health.
The aim of this research is to understand why children who struggle with both oral and written language are at elevated risk of mental health problems. This is important for two reasons: 1) It will allow earlier identification of children may experience mental health difficulties, providing a potential window for early intervention; and 2) It will identify potential intervention targets, which can become the focus of future mental health promotion programs.
The research is funded by the National Health and Medical Research Council (NHMRC), Healthway, Australian Rotary Health, Speech Pathology Australia, Department of Health (Western Australia), and the Association of Independent Schools of WA (AISWA)
This stream of LLaYP research is led by Associate Professor Mark Boyes. You can find out more about him and his research at www.markboyes.com
Boyes, M. E., Leitao, S., Claessen, M., Dzidic, P., Badcock, N., & Nayton, M. (2021). Piloting ‘Clever Kids’: A randomised-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional wellbeing programme for children with dyslexia. British Journal of Educational Psychology, 91 (3), 950-971.
Boyes, M. E., Leitao, S., Claessen, M., Badcock, N., & Nayton, M. (2020). Understanding links between reading difficulties, self-esteem, and mental health. Dyslexia-SPELD Foundation Bulletin, 56, 8-12. [Note: This article was first published in the Learning Difficulties Australia Bulletin, 2020, Volume 52 (2), 14-19. Re-printed with permission from the Learning Difficulties Australia Bulletin]
Boyes, M. E., Leitao, S., Claessen, M., Badcock, N., & Nayton, M. (2020). Understanding links between reading difficulties, self-esteem, and mental health. Learning Difficulties Australia Bulletin, 52 (2), 14-19.
Boyes, M. E., Leitao, S., Claessen, M., Badcock, N., & Nayton, M. (2020). Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles. Australian Psychologist, 55 (1), 62-72.
Claessen, M., Dzidic, P., Boyes, M. E., Badcock, N. A., Nayton, M., & Leitao, S. (2020). Educators’ perceptions of the impact of reading difficulties for young people. Australian Journal of Learning Difficulties, 25 (1), 51-64.
McArthur, G., Filardi, N., Francis, D., Boyes, M. E., & Badcock, N. (2020). Self-concept in poor readers: A systematic review and meta-analysis. PeerJ, 8, e8772.
Kilpatrick, T., Leitao, S., & Boyes, M. E. (2019). Mental health in adolescents with a history of DLD: The moderating effect of bullying victimisation. Autism & Developmental Language Impairments, 4, 1-12.
Boyes, M. E., Tebbutt, B., Preece, K., & Badcock, N. A. (2018). Relationships between reading ability and child mental health: Moderating effects of self-esteem. Australian Psychologist, 53 (2), 125-133.
Leitao, S., Dzidic, P., Claessen, M., Gordon, J., Ellis, K., Nayton, M., & Boyes, M. E. (2017). Exploring the impact of living with dyslexia: The perspectives of children and their parents. International Journal of Speech-Language Pathology, 19 (3), 322-334.
Boyes, M. E., Leitao, S., Claessen, M., Badcock, N. A., & Nayton, M. (2016). Why are reading difficulties associated with mental health problems? Dyslexia, 22 (3), 263-266.