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      Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

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          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.

          Supplementary Information

          The online version contains supplementary material available at 10.1007/s11145-022-10361-8.

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          Global Prevalence of Depressive and Anxiety Symptoms in Children and Adolescents During COVID-19 : A Meta-analysis

          Nicole Racine, Brae Anne McArthur, Jessica Cooke … (2021)
          Emerging research suggests that the global prevalence of child and adolescent mental illness has increased considerably during COVID-19. However, substantial variability in prevalence rates have been reported across the literature.
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            Social Learning Theory and the Health Belief Model

            I Rosenstock, V. Strecher, M H Becker (1988)
            The Health Belief Model, social learning theory (recently relabelled social cognitive theory), self-efficacy, and locus of control have all been applied with varying success to problems of explaining, predicting, and influencing behavior. Yet, there is conceptual confusion among researchers and practitioners about the interrelationships of these theories and variables. This article attempts to show how these explanatory factors may be related, and in so doing, posits a revised explanatory model which incorporates self-efficacy into the Health Belief Model. Specifically, self-efficacy is proposed as a separate independent variable along with the traditional health belief variables of perceived susceptibility, severity, benefits, and barriers. Incentive to behave (health motivation) is also a component of the model. Locus of control is not included explicitly because it is believed to be incorporated within other elements of the model. It is predicted that the new formulation will more fully account for health-related behavior than did earlier formulations, and will suggest more effective behavioral interventions than have hitherto been available to health educators.
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              Risk and Protective Factors for Prospective Changes in Adolescent Mental Health during the COVID-19 Pandemic

              Natasha R. Magson, Justin Freeman, Ronald M. Rapee … (2020)
              The restrictions put in place to contain the COVID-19 virus have led to widespread social isolation, impacting mental health worldwide. These restrictions may be particularly difficult for adolescents, who rely heavily on their peer connections for emotional support. However, there has been no longitudinal research examining the psychological impact of the COVID-19 pandemic among adolescents. This study addresses this gap by investigating the impact of the COVID-19 pandemic on adolescents’ mental health, and moderators of change, as well as assessing the factors perceived as causing the most distress. Two hundred and forty eight adolescents (M age  = 14.4; 51% girls; 81.8% Caucasian) were surveyed over two time points; in the 12 months leading up to the COVID-19 outbreak (T1), and again two months following the implementation of government restrictions and online learning (T2). Online surveys assessed depressive symptoms, anxiety, and life satisfaction at T1 and T2, and participants’ schooling, peer and family relationships, social connection, media exposure, COVID-19 related stress, and adherence to government stay-at-home directives at T2 only. In line with predictions, adolescents experienced significant increases in depressive symptoms and anxiety, and a significant decrease in life satisfaction from T1 to T2, which was particularly pronounced among girls. Moderation analyses revealed that COVID-19 related worries, online learning difficulties, and increased conflict with parents predicted increases in mental health problems from T1 to T2, whereas adherence to stay-at-home orders and feeling socially connected during the COVID-19 lockdown protected against poor mental health. This study provides initial longitudinal evidence for the decline of adolescent’s mental health during the COVID-19 pandemic. The results suggest that adolescents are more concerned about the government restrictions designed to contain the spread of the virus, than the virus itself, and that those concerns are associated with increased anxiety and depressive symptoms, and decreased life satisfaction.
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                Author and article information

                Contributors
                Rebecca A. Marks:
                ORCID: http://orcid.org/0000-0001-8691-2542
                rmarks@mghihp.edu
                Rachel T. Norton:
                ORCID: http://orcid.org/0000-0002-9847-6626
                rachelnortonresearch@gmail.com
                Laura Mesite:
                ORCID: http://orcid.org/0000-0003-2103-2100
                laura.mesite@gmail.com
                Annie B. Fox:
                ORCID: http://orcid.org/0000-0002-4776-1873
                afox-galalis@mghihp.edu
                Joanna A. Christodoulou:
                ORCID: http://orcid.org/0000-0001-8167-8021
                jchristodoulou@mghihp.edu
                Journal
                Journal ID (nlm-ta): Read Writ
                Journal ID (iso-abbrev): Read Writ
                Title: Reading and Writing
                Publisher: Springer Netherlands (Dordrecht )
                ISSN (Print): 0922-4777
                ISSN (Electronic): 1573-0905
                Publication date (Electronic): 11 November 2022
                Publication date PMC-release: 11 November 2022
                Pages: 1-28
                Affiliations
                [1 ]GRID grid.429502.8, ISNI 0000 0000 9955 1726, Department of Communication Sciences and Disorders, , MGH Institute of Health Professions, ; 36 First Avenue, Boston, MA 02129 USA
                [2 ]GRID grid.429502.8, ISNI 0000 0000 9955 1726, School of Healthcare Leadership, , MGH Institute of Health Professions, ; 36 First Avenue, Boston, MA 02129 USA
                Author information
                http://orcid.org/0000-0001-8691-2542
                http://orcid.org/0000-0002-9847-6626
                http://orcid.org/0000-0003-2103-2100
                http://orcid.org/0000-0002-4776-1873
                http://orcid.org/0000-0001-8167-8021
                Article
                Publisher ID: 10361
                DOI: 10.1007/s11145-022-10361-8
                PMC ID: 9649401
                SO-VID: e16ef3ec-7d08-46eb-b278-3be37496d625
                Copyright © © The Author(s) 2022
                License:

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                History
                Date accepted : 11 September 2022
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/100007807, MGH Institute of Health Professions;
                Award ID: MGH Institute COVID-19 Small Grant Research Award
                Award Recipient :
                Categories
                Subject: Article

                ScienceOpen disciplines: Neurosciences
                Keywords: learning disabilities,lbld,reading,socio-emotional skills,resilience,covid-19
                Data availability:
                ScienceOpen disciplines: Neurosciences
                Keywords: learning disabilities, lbld, reading, socio-emotional skills, resilience, covid-19

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