Anxiety and stress coping strategies among grade 5 students with dyslexia
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Date
2024-08-12
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UMT Lahore
Abstract
A quantitative study was conducted to investigate the strategies to cope with anxiety and stress in students of grade 5 with dyslexia in private schools focusing on their demographic variables and academic performance. The study aimed to examine the difficulties encountered by students and teachers, as well as to explore the methods employed to manage stress and anxiety associated with dyslexia. The objectives included assessing the students' experiences and identifying effective coping strategies diagnosed with dyslexia in private schools of Lahore to investigate the coping skills adopted by students of grade 5 to manage anxiety and stress, to pin down the psychological effect on mental well-being, and to minimize the stress and anxiety level by using coping strategies while reading loudly. The researcher used a self-designed questionnaire to collect data from grade 5 students with dyslexia. The tool was personally constructed with the help of literature and field experience. The research took place in Lahore. A sample of 35 students in grade 5 and 10 teachers teaching grade 5 were selected through purposive sampling, from private academic institutes. The data was analyzed by SPSS software. In SPSS the frequency, percentage, t-test, and ANOVA were run and interpreted in findings. The findings were based on a sample of participants from academic institutions, including male and female students from different age groups in grade 5. The study also considers demographic factors such as history, academic performance, impairment level of reading and writing, and age of onset. The key findings highlighted substantial difficulties associated with reading and writing. Female students performed better than male students in reading and writing. Teachers with less experience have minimum knowledge regarding coping strategies to cope with anxiety and stress related to dyslexia. These findings underscore the need for targeted interventions, individualized support, and ongoing professional development for both students and teachers. Addressing these difficulties allows educational institutions to foster inclusive environments that improve the reading and writing skills of students with dyslexia.