Investigation of selected studies from 1930 to 1967 concerning emotional disturbances among young disabled readers

Abstract

Statement of the problem: The purpose of this investigation is to examine the available literature concerning emotional disturbances among young disabled readers. Specific areas deemed significant for consideration are: (1) To identify the factors which have an influence on reading disability. (2) To determine the relationship between emotional disturbances and young disabled readers. (3) To identify and describe certain characteristics of emotional disturbances among young disabled readers. (4) To ascertain what conclusions can be drawn from a research investigation concerning emotional disturbances among young disabled readers. Methods and procedures: This investigation is a library research study in which the researcher limited the findings to literature published relating to the subject from the years 1930 to 1967. A review of the findings was done with data being gathered from books, periodicals, and pamphlets concerning authorities' opinions on emotional disturbances among young disabled readers. Summary and findings: Most authorities adhere to the concept of multiple-causation factors in regard to the child's reading disability. Opinions differ as to the relationship between emotional disturbances and reading disability; whether emotional disturbances are the cause, the effect, or concomitant with the reading disability has not been agreed upon by experts in the field of reading. However, emotional disturbances appear so frequently in cases of reading retardation that they warrant detailed, individual investigation. An infinite variety and complexity of personality disturbances are apparent in many children with reading disorders. These patterns are all interwoven and act simultaneously to eventually bring about the disability in the young reader. The researcher recognizes an urgent need for specialists in various areas, such as psychotherapists, to work closely with reading specialists and classroom teachers in an effort to comprehend and curtail emotional disturbances in young disabled readers.