{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T18:55:24Z","timestamp":1790621724103,"version":"4.1.0"},"reference-count":47,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2017,5,3]],"date-time":"2017-05-03T00:00:00Z","timestamp":1493769600000},"content-version":"vor","delay-in-days":2,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2017,5]]},"abstract":"<jats:p>Dyslexia has been associated with a range of psychological well\u2010being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre\u2010existing diagnoses that sometimes co\u2010occur with dyslexia. Using UK Millennium Cohort Study data (<jats:italic>n<\/jats:italic>\u00a0=\u00a07224) from 2003 to 2011, the present study compared psychological well\u2010being development from ages 3\u201311\u00a0years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs. Growth curve modelling results controlling for race, gender, age and family income suggested that with the exception of conduct difficulties, psychological well\u2010being issues related to dyslexia do not occur preschool; rather, they commence upon starting school. 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