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Self-concept and self-esteem in developmental dyslexia

Neil Humphrey

University of Manchester Neil.Humphrey@man.ac.uk

Abstract

Self-concept and self-esteem in 2 groups of dyslexic children (mainstream placement and SpLD unit placement, total N=63) were examined. Interviews and a questionnaire (the SDQ-1) were utilised, giving a mix of qualitative and quantitative data. Where appropriate, a control group of 57 children without learning difficulties were assimilated into the research design. The main findings were that the presence of dyslexia produced marked effects on the self-concept and self-esteem of children, although this was more apparent in the participants attending mainstream school than those in SpLD units. The qualitative data revealed that children with dyslexia felt isolated and excluded in their schools, and that, typically, up to half were regularly teased or bullied. The findings were related to self-concept and self-esteem theory, and current educational practice. The limitations in terms of research design and analysis were noted.

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