{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,26]],"date-time":"2026-08-26T11:20:56Z","timestamp":1787743256586,"version":"build-2784847793"},"reference-count":43,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2026,6,3]],"date-time":"2026-06-03T00:00:00Z","timestamp":1780444800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,6,3]],"date-time":"2026-06-03T00:00:00Z","timestamp":1780444800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2026,8]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>\n                    Dyslexia can negatively affect attitudes such as self\u2010concept, emotions and coping. Prior research has mainly focused on global academic self\u2010concept and negative emotions, with limited focus on specific reading\u2010 and spelling\u2010related self\u2010concept, positive emotions and coping strategies. We examined the reading\u2010 and spelling\u2010related attitudes of primary school students with (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200990) and without (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u20091411) formally diagnosed dyslexia. Students were randomly assigned to fill out the Reading Attitudes Scales (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u2009753) or the Spelling Attitudes Scales (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u2009748), with which reading\u2010\/spelling\u2010related self\u2010concept, negative and positive emotions and (mal\u2010)adaptive coping strategies were assessed. Findings showed that the attitudes of students with dyslexia towards reading and spelling differed from their peers without dyslexia. Students with dyslexia reported lower reading and spelling self\u2010concept and less enjoyment of reading and spelling. For other attitudes, the patterns of findings diverged. For reading, students with dyslexia reported more anxiety and shame and more maladaptive coping than students without dyslexia. For spelling, students with dyslexia reported more worrying and rumination and support seeking. These findings call for more research into reading\u2010 and spelling\u2010related attitudes and for integration of this information into diagnosis and intervention.\n                  <\/jats:p>","DOI":"10.1002\/dys.70034","type":"journal-article","created":{"date-parts":[[2026,6,3]],"date-time":"2026-06-03T07:10:31Z","timestamp":1780470631000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Reading\u2010 and Spelling\u2010Related Self\u2010Concept, Emotions and Coping Strategies in Students With and Without Dyslexia"],"prefix":"10.1002","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6018-8795","authenticated-orcid":false,"given":"Judi E.","family":"Dams","sequence":"first","affiliation":[{"name":"Behavioural Science Institute, Faculty of Social Sciences Radboud University  Nijmegen the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2758-3149","authenticated-orcid":false,"given":"Eva","family":"van de Weijer\u2010Bergsma","sequence":"additional","affiliation":[{"name":"Department of Education and Pedagogy, Faculty of Social and Behavioural Sciences Utrecht University  Utrecht the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4761-0741","authenticated-orcid":false,"given":"Sanne H. G.","family":"van der Ven","sequence":"additional","affiliation":[{"name":"Behavioural Science Institute, Faculty of Social Sciences Radboud University  Nijmegen the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5258-7518","authenticated-orcid":false,"given":"Elise H.","family":"de Bree","sequence":"additional","affiliation":[{"name":"Department of Developmental Disorders and Special Education, Faculty of Social and Behavioural Sciences University of Amsterdam  Amsterdam the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-9941-1549","authenticated-orcid":false,"given":"Jojanneke P. J.","family":"van der Beek","sequence":"additional","affiliation":[{"name":"Behavioural Science Institute, Faculty of Social Sciences Radboud University  Nijmegen the Netherlands"},{"name":"Department of Education and Pedagogy, Faculty of Social and Behavioural Sciences Utrecht University  Utrecht the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,6,3]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.318"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2024.101969"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881\u2010022\u201000274\u20100"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.2517\u20106161.1995.tb02031.x"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1097\/TLD.0000000000000312"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194231181914"},{"key":"e_1_2_11_8_1","volume-title":"Cito Volgsysteem Primair en Speciaal Onderwijs. DMT. Groep 3 tot en Met 8 [Cito Student Monitoring System for Primary and Special Education. Three Minute Word Reading Test. Grades 1 Through 6]","author":"Cito","year":"2017"},{"key":"e_1_2_11_9_1","volume-title":"Cito Volgsysteem Primair en Speciaal Onderwijs. Spelling 3.0 Groep 8 [Cito Student Monitoring System for Primary and Special Education. 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J.Tijms M.Zeguers M.Rolak andE.De Bree.2021.\u201cBrede vakinhoudelijke richtlijn dyslexie [Professional Guideline for Dyslexia in Education and Healthcare Context].\u201dNederlands Instituut van Psychologen Nederlandse Vereniging van Pedagogen en Onderwijskundigen Landelijke Beroepsvereniging Remedial Teachers & Nederlands Kwaliteitsinstituut Dyslexie.https:\/\/dyslexiecentraal.nl\/doen\/materialen\/brede\u2010vakinhoudelijke\u2010richtlijn\u2010dyslexie."},{"key":"e_1_2_11_36_1","doi-asserted-by":"publisher","DOI":"10.1348\/000712603321661859"},{"key":"e_1_2_11_37_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.352"},{"key":"e_1_2_11_38_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.dr.2019.100870"},{"key":"e_1_2_11_39_1","volume-title":"Protocol dyslexie diagnostiek en behandeling\u2014versie 3.0 [Protocol for Dyslexia Diagnosis and Treatment\u2014Version 3.0]","author":"Tijms J.","year":"2021"},{"key":"e_1_2_11_40_1","volume-title":"Psycho\u2010educatie dyslexie: Literatuurreview en praktijkinventarisatie. [Psychoeducation and Dyslexia: Literature Review and Practice\u2010Based Questionnaire]","author":"Tijms J.","year":"2023"},{"key":"e_1_2_11_41_1","first-page":"392","article-title":"Specialistische Behandeling Van Dyslexie: Ieder Zijn Eigen Tempo! [Specialised Treatment of Dyslexia: Each Their Own Pace!]","volume":"56","author":"Vaessen A.","year":"2017","journal-title":"Tijdschrift voor Orthopedagogiek"},{"key":"e_1_2_11_42_1","volume-title":"LSBS Lees\u2010 en spellingbelevingsschaal: Handleiding [Reading and Spelling Attitudes Scales: Manual]","author":"Ven S.","year":"2024"},{"key":"e_1_2_11_43_1","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph20021653"},{"key":"e_1_2_11_44_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1729"}],"container-title":["Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1002\/dys.70034","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/full-xml\/10.1002\/dys.70034","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1002\/dys.70034","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,26]],"date-time":"2026-08-26T10:42:07Z","timestamp":1787740927000},"score":1,"resource":{"primary":{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/dys.70034"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,6,3]]},"references-count":43,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2026,8]]}},"alternative-id":["10.1002\/dys.70034"],"URL":"https:\/\/doi.org\/10.1002\/dys.70034","archive":["Portico"],"relation":{},"ISSN":["1076-9242","1099-0909"],"issn-type":[{"value":"1076-9242","type":"print"},{"value":"1099-0909","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,6,3]]},"assertion":[{"value":"2025-05-26","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2026-05-27","order":2,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2026-06-03","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}],"article-number":"e70034"}}