School phobia in children with dyslexia.

PURPOSE: Dyslexic disorders are found in many children, affecting the emotional and social sphere and producing negative consequences for school functioning of the child. The aim of the present work was to determine the impact of the type of therapy on school phobia in dyslexic children.

MATERIAL AND

METHODS

165 dyslexic children were examined using the questionnaire "Me and my school" developed by Elzbieta Skrzypek-Siwińska. The therapeutic experience of the children was taken into account and three groups were formed: 1) children with regular therapy; 2) children with occasional therapy; 3) children without therapy.

RESULTS

Children with occasional therapy demonstrated higher levels of school phobia. These children exhibited a higher level of fear in situations when their knowledge was tested. Girls revealed a higher level of school phobia and knowledge testing fear, regardless of their therapeutic experience.

CONCLUSIONS

The present study disclosed that the quality of therapy affects the emotional sphere of dyslexic children. Irregular therapy can produce serious consequences in the form of enhanced school phobia.