ArticleJournal of abnormal child psychology2019
Anxiety and Attentional Bias in Children with Specific Learning Disorders.
Article in Journal of abnormal child psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers, 2 of them syntheses that pooled it.
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Who cites it
23 citing papers in PubMed, 2 syntheses or guidelines pooled it, 61 citations in OpenAlex.
- Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis.Annals of dyslexia · 2024Pooled it
- A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities.Journal of learning disabilitiesPooled it
- Relationships Between Anxiety, Attention, and Reading Performance in Children.Child psychiatry and human development · 2026Article
- Learning disability as a determinant of digital behavior in adolescents with ADHD: a cross-sectional study.European child & adolescent psychiatry · 2025Article
- Attention Bias in School-Age Children Who Stutter: Evidence From a Dot-Probe Task.Journal of speech, language, and hearing research : JSLHR · 2025Article
- Resting-State Functional MRI in Dyslexia: A Systematic Review.Biomedicines · 2025Review
- Clinical manifestations of children and adolescents with anxiety disorders with and without specific learning disorders.Annals of general psychiatry · 2025Article
- Attentional bias and math avoidance: insights from a developmental sample.Psychological research · 2025Article
- Worry and Depressive Symptoms in Adolescents with Neurodevelopmental Disorders.International journal of environmental research and public health · 2025Article
- Anxiety in youth with and without specific learning disorders: exploring the relationships with inhibitory control, perfectionism, and self-conscious emotions.Frontiers in behavioral neuroscience · 2025Article
- Telerehabilitation of Developmental Dyslexia: Critical Considerations on Intervention Methods and Their Effectiveness.Brain sciences · 2024Review
- Stress, resilience, and emotional well-being in children and adolescents with specific learning disabilities.Current opinion in behavioral sciences · 2024Article
- Elevated unanticipated acoustic startle reactivity in dyslexia.Dyslexia (Chichester, England) · 2024Article
- A psycholinguistic study of intergroup bias and its cultural propagation.Scientific reports · 2024Article
- Will you read how I will read? Naturalistic fMRI predictors of emergent reading.Neuropsychologia · 2024Article
- Specific Learning Disorders (SLD) and Behavior Impairment: Comorbidity or Specific Profile?Children (Basel, Switzerland) · 2023Article
- Article
- Investigating the effects of COVID-19 lockdown on Italian children and adolescents with and without neurodevelopmental disorders: a cross-sectional study.Current psychology (New Brunswick, N.J.) · 2023Article
- A Pictorial Dot Probe Task to Assess Food-Related Attentional Bias in Youth With and Without Obesity: Overview of Indices and Evaluation of Their Reliability.Frontiers in psychology · 2021Article
- Mathematics Disability vs. Learning Disability: A 360 Degree Analysis.Frontiers in psychology · 2021Review
Corrections and comments
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Authors and funding
5 authors at 4 institutions in 2 countries.
Funding
Abstract
Children with specific learning disorders (SLDs) face a unique set of socio-emotional challenges as a result of their academic difficulties. Although a higher prevalence of anxiety in children with SLD is often reported, there is currently no research on cognitive mechanisms underlying this anxiety. One way to elucidate these mechanisms is to investigate attentional bias to threatening stimuli using a dot-probe paradigm. Our study compared children ages 9-16 with SLD (n = 48) to typically-developing (TD) controls (n = 33) on their attentional biases to stimuli related to general threats, reading, and stereotypes of SLD. We found a significant threat bias away from reading-related stimuli in the SLD, but not TD group. This attentional bias was not observed with the general threat and stereotype stimuli. Further, children with SLD reported greater anxiety compared to TD children. These results suggest that children with SLD experience greater anxiety, which may partially stem from reading specifically. The finding of avoidance rather than vigilance to reading stimuli indicates the use of more top-down attentional control. This work has important implications for therapeutic approaches to anxiety in children with SLD and highlights the need for attention to socio-emotional difficulties in this population. Future research is needed to further investigate the cognitive aspects of socio-emotional difficulties in children with SLD, as well as how this may impact academic outcomes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.