Evidence map›Paper›PMID 40855633›Full record

ArticleDyslexia (Chichester, England)2025

A Sunny Disposition and a Big Heart: Thematic Analysis of Parent-Reported Socio-Emotional Strengths in Dyslexia.

Belinda Y Zhang, Gabriela V Gocheva, Ana Tyler, Amie Wallman-Jones, Marni Shabash, Jiwoo Han, Christa Watson-Pereira, Zachary A Miller, Maria Luisa Gorno-Tempini, Virginia E Sturm and 1 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Dyslexia (Chichester, England), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Belinda Y ZhangDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.ORCID https://orcid.org/0000-0001-9093-0938
Gabriela V GochevaDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Ana TylerDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Amie Wallman-JonesDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Marni ShabashDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Jiwoo HanDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Christa Watson-PereiraDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Zachary A MillerDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Maria Luisa Gorno-TempiniDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Virginia E SturmDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.
Eleanor R PalserDepartment of Neurology, University of California, San Francisco, San Francisco, California, USA.

Funding

Progressive Aphasia Cognition Anatomy and ProgressionR01NS050915 · NINDS · UNIVERSITY OF CALIFORNIA, SAN FRANCISCO · PI MARIA LUISA GORNO TEMPINI · 2004 to 2026
$11.0M
Training program in the neurology of language and neurodegenerative aphasiasK24DC015544 · NIDCD · UNIVERSITY OF CALIFORNIA, SAN FRANCISCO · PI GORNO TEMPINI, MARIA LUISA · 2016 to 2025
$1.9M
NIDCD NIH HHS K24 DC015544NIH HHS K24DC015544NINDS NIH HHS R01 NS050915NINDS NIH HHS R01NS050915The Charles and Helen Schwab FoundationUCSF Dyslexia Center
6 · The paper itself

Abstract

Children with dyslexia have persistent and well-characterised reading difficulties but may also have less well-known socio-emotional abilities. Socio-emotional abilities in dyslexia could be leveraged in remediation efforts to improve outcomes, including resilience. Our aim was to characterise these socio-emotional abilities from parents' perspectives, to inform strength-based curricula. We analysed 97 parent responses to an open-ended question on the behavioural and emotional strengths of their child with dyslexia using a reflexive thematic analysis approach. We identified five themes, including: (1) social skills, (2) positivity, (3) reliability, (4) determination and (5) creativity. Subthemes indicated children with dyslexia had particular strengths in prosocial behaviour, empathy, optimism, conscientiousness and originality. The frequency of reported strengths was variable, with rarer descriptions of creativity alongside widespread social skills. Our findings suggest that dyslexia may be associated with previously overlooked socio-emotional strengths which could be harnessed in remediation efforts to improve outcomes by reducing stigma and fostering resilience and self-esteem.

Indexed as

DyslexiaEmotionsParentsSocial BehaviorSocial SkillsChildEmpathyFemaleHumansMale

Identifiers

PMID40855633
PMCPMC12379068

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

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.