Socio-emotional and cognitive resilience in children with reading disabilities

被引：76
|
作者：
Haft, Stephanie L. [1 ,2 ]
Myers, Chelsea A. [1 ,2 ]
Hoeft, Fumiko [1 ,2 ,3 ,4 ]
机构：
[1] Univ Calif San Francisco, Dept Psychiat, Box 0984, San Francisco, CA 94143 USA
[2] Univ Calif San Francisco, Weill Inst Neurosci, Box 0984, San Francisco, CA 94143 USA
[3] Haskins Labs Inc, 300 George St 900, New Haven, CT 06511 USA
[4] Keio Univ, Sch Med, Dept Neuropsychiat, Shinjuku Ku, 35 Shinanomachi, Tokyo 1608582, Japan
来源：
CURRENT OPINION IN BEHAVIORAL SCIENCES | 2016年 / 10卷
基金：
美国国家科学基金会;
关键词：
SHORT-TERM-MEMORY; LEARNING-DISABILITIES; PHONOLOGICAL AWARENESS; FAMILY RISK; DYSLEXIA; STUDENTS; SKILLS; COMPREHENSION; MULTIPLE; FLUENCY;
D O I：
10.1016/j.cobeha.2016.06.005
中图分类号：
B84 [心理学]; C [社会科学总论]; Q98 [人类学];
学科分类号：
03 ; 0303 ; 030303 ; 04 ; 0402 ;
摘要：
In recent times, research on resilience in children facing adversities has proliferated. In this review, the authors characterize resilience in children with reading disorders (RD). To organize our discussion and categorize the specific outcomes such children demonstrate, we adopt the terms cognitive resilience and socio-emotional resilience. By paralleling other resilience research, we seek to uncover protective factors in the hopes that they can be targeted in education and interventions to improve cognitive functioning, socio-emotional wellbeing, and academic success of children with RD. We conclude by considering current limitations and addressing the need for future resilience research in this specific population of children.
引用
收藏
页码：133 / 141
页数：9
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