{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,2]],"date-time":"2026-11-02T16:40:25Z","timestamp":1793637625464,"version":"4.5.1"},"reference-count":37,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2024,9,19]],"date-time":"2024-09-19T00:00:00Z","timestamp":1726704000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2024,9,19]],"date-time":"2024-09-19T00:00:00Z","timestamp":1726704000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Indian Journal of Psychological Medicine"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:sec>\n                    <jats:title>Background:<\/jats:title>\n                    <jats:p>\n                      Caregivers play an important role in children\u2019s development. Therefore, they need to recognize the learning difficulties that their children face and support them to ensure learning gains and prevent secondary complications. Nevertheless, supporting a child with a learning disability can be challenging for caregivers in many ways.\n                      <jats:sup>\n                        <jats:xref ref-type=\"bibr\">1<\/jats:xref>\n                      <\/jats:sup>\n                      This study investigated caregivers\u2019 knowledge of dyslexia, their challenges when raising children with dyslexia, and the support they seek to raise such children.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods:<\/jats:title>\n                    <jats:p>Ten individual in-depth interviews (IDIs) and four focus group discussions (FGDs) were conducted among 30 caregivers in Sri Lanka. Initial codes were generated using open coding from the transcripts, leading to sub-themes and themes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results:<\/jats:title>\n                    <jats:p>Thematic analysis revealed a lack of knowledge of dyslexia-type difficulties among caregivers and in society, giving rise to misconceptions, leading to labeling and abuse of children. Caregivers feel emotionally pressured, helpless, stressed, and depressed in bringing up children with dyslexia, creating family disputes. Further, as a family, they have a sense of rejection and discrimination from school and society. Caregivers receive insufficient support from the education and health sectors due to multiple complexities such as myths, misbeliefs, inadequate knowledge and skills, unavailability of resources, and inaccessibility to services.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions:<\/jats:title>\n                    <jats:p>Caregivers and families of children with learning disabilities demand more attention to improve their mental health and family harmony, which in turn improves children\u2019s educational and health status. Sri Lankan health, educational, and social services should be optimized to reach the families of children with dyslexia-type difficulties.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/02537176241274145","type":"journal-article","created":{"date-parts":[[2024,9,19]],"date-time":"2024-09-19T22:41:22Z","timestamp":1726785682000},"page":"57-64","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":6,"title":["Lived Experiences of Primary Caregivers of Children with Dyslexia: A Phenomenological Study"],"prefix":"10.1177","volume":"48","author":[{"given":"Nadhee","family":"Peries","sequence":"first","affiliation":[{"name":"Dept. of Medical Education, University of Moratuwa, Moratuwa, Sri Lanka."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bimali","family":"Indrarathne","sequence":"additional","affiliation":[{"name":"General Sir John Kotelawala Defence University, Dehiwala-Mount Lavinia, Sri Lanka."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2024,9,19]]},"reference":[{"key":"e_1_3_3_2_2","doi-asserted-by":"publisher","DOI":"10.1177\/0192513X20948925"},{"key":"e_1_3_3_3_2","doi-asserted-by":"publisher","DOI":"10.4038\/sljch.v45i3.8143"},{"key":"e_1_3_3_4_2","doi-asserted-by":"publisher","DOI":"10.1111\/1467-9604.12013"},{"key":"e_1_3_3_5_2","unstructured":"International Dyslexia Association. Definition of dyslexia. International Dyslexia Association https:\/\/dyslexiaida.org\/definition-of-dyslexia\/ (2002 accessed 12January2024)."},{"key":"e_1_3_3_6_2","doi-asserted-by":"publisher","DOI":"10.5958\/j.0974-9357.5.2.093"},{"key":"e_1_3_3_7_2","doi-asserted-by":"publisher","DOI":"10.1080\/02702711.2010.515907"},{"key":"e_1_3_3_8_2","doi-asserted-by":"publisher","DOI":"10.4103\/IJPSYM.IJPSYM_148_18"},{"key":"e_1_3_3_9_2","doi-asserted-by":"publisher","DOI":"10.1080\/03004430303092"},{"issue":"3","key":"e_1_3_3_10_2","first-page":"118","article-title":"Ways and detours to therapy of dyslexic children: Some problematic trends","volume":"39","author":"Schabmann A","year":"2013","unstructured":"Schabmann A, , Szasz D, and Schmidt BM. Ways and detours to therapy of dyslexic children: Some problematic trends. Heilpa\u00a8dagogische Forschung, 2013; 39 (3): 118\u2013124.","journal-title":"Heilpa\u00a8dagogische Forschung"},{"issue":"1","key":"e_1_3_3_11_2","first-page":"622","article-title":"Perception of the problems of poor readers and spellers by the parents\u2014Pygmalion in the living room","volume":"50","author":"Klicpera GB","year":"2001","unstructured":"Klicpera GB, , Klicpera C, and Schabmann A. Perception of the problems of poor readers and spellers by the parents\u2014Pygmalion in the living room. Praxis der Kinderpsychologie und Kinderpsychiatrie, 2001; 50 (1): 622\u2013639.","journal-title":"Praxis der Kinderpsychologie und Kinderpsychiatrie"},{"key":"e_1_3_3_12_2","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-016-9632-1"},{"key":"e_1_3_3_13_2","doi-asserted-by":"publisher","DOI":"10.18061\/dsq.v36i2.4388"},{"key":"e_1_3_3_14_2","unstructured":"Kangootui N. Dyslexia does not predict failure. The Namibian https:\/\/www.namibian.com.na\/index.php?id=139135&page=archive-read. (2015 accessed 20March2024)."},{"key":"e_1_3_3_15_2","unstructured":"Yiwen C. How dyslexia remains invisible in Chinese schools. Sixth Tone https:\/\/www.sixthtone.com\/news\/1001806\/how-dyslexia-remains-invisible-in-chinese-schools# (2018 accessed 12December2023)."},{"key":"e_1_3_3_16_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10560-021-00753-0"},{"key":"e_1_3_3_17_2","doi-asserted-by":"publisher","DOI":"10.25024\/kj.2007.47.2.71"},{"key":"e_1_3_3_18_2","doi-asserted-by":"publisher","DOI":"10.1080\/03004430.2014.944908"},{"key":"e_1_3_3_19_2","first-page":"265","volume-title":"Specific Learning Disorder: Indian Scenario","author":"Pattanayak RD","year":"2012","unstructured":"Pattanayak RD, , Sagar R, and Choudhary V. Caregiver perspectives based on focus group discussion: parental burden, experiences, and unmet needs. In: Sagar R, and Pattanayak RD (eds) Specific Learning Disorder: Indian Scenario. New Delhi: Department of Science and Technology, 2012, pp. 265\u2013277."},{"key":"e_1_3_3_20_2","doi-asserted-by":"publisher","DOI":"10.1046\/j.1365-2648.2001.01787.x"},{"key":"e_1_3_3_21_2","doi-asserted-by":"publisher","DOI":"10.4103\/0022-3859.57388"},{"key":"e_1_3_3_22_2","doi-asserted-by":"publisher","DOI":"10.2466\/pr0.98.2.291-306"},{"key":"e_1_3_3_23_2","first-page":"2","article-title":"Parents of children with dyslexia: Cognitive, emotional and behavioural profile","volume":"20","author":"Bonifacci P","year":"2013","unstructured":"Bonifacci P, , Montuschi M, , Lami L, . Parents of children with dyslexia: Cognitive, emotional and behavioural profile. 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