{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,9]],"date-time":"2026-07-09T00:47:25Z","timestamp":1783558045050,"version":"3.55.0"},"reference-count":72,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2024,7,15]],"date-time":"2024-07-15T00:00:00Z","timestamp":1721001600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2024,8]]},"abstract":"<jats:p>Children with dyslexia (CwD) often report poor psychological well\u2010being. We examined (i) whether anxiety, self\u2010concept and reading motivation in CwD differed from those of typically developing children (TDC; case\u2013control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4\u20138 on anxiety, self\u2010concept, reading motivation and reading strategy using self\u2010reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small\u2010to\u2010moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self\u2010concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self\u2010perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety.<\/jats:p>","DOI":"10.1002\/dys.1778","type":"journal-article","created":{"date-parts":[[2024,7,15]],"date-time":"2024-07-15T08:13:28Z","timestamp":1721031208000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum"],"prefix":"10.1002","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5060-7087","authenticated-orcid":false,"given":"Enrica","family":"Donolato","sequence":"first","affiliation":[{"name":"Department of Special Needs Education University of Oslo  Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1404-5133","authenticated-orcid":false,"given":"Enrico","family":"Toffalini","sequence":"additional","affiliation":[{"name":"Department of General Psychology University of Padova  Padova Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cesare","family":"Cornoldi","sequence":"additional","affiliation":[{"name":"Department of General Psychology University of Padova  Padova Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Irene C.","family":"Mammarella","sequence":"additional","affiliation":[{"name":"Department of Developmental and Social Psychology University of Padova  Padova Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,7,15]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0954579400007264"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/ap.12281"},{"key":"e_1_2_8_5_1","volume-title":"Handbook of self\u2010concept: Developmental, social, and clinical considerations","author":"Bracken B. 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