Self-esteem and developmental dyslexia
The goal of the present study was to evaluate the different dimensions of self-esteem of dyslexic and non-dyslexic children (N=96) using a French version of Harter's Perceived Competence Scale for Children (PCSC). Three groups of children (33 dyslexics, 31 with poor school performance, and 32 with good school performance) were matched according to age and academic level. They were compared on the cognitive, social, physical, and general dimensions of self-esteem as measured by the test. The examiner read each question to each child individually. The children responded by checking their answers from a possibility of four answers to each question. Manova and Tukey analyses were conducted. Results indicate that the dyslexic children perceived themselves to be as competent as the children from the two other groups on social, physical, and general dimensions of self-esteem. However, the dyslexic children reported a significantly lower level of perceived competence on the cognitive dimension than those of the two other groups. They perceived themselves as less intelligent because of their reading difficulties. Children with poor school performance perceived themselves as competent as those with good school performance on all the dimensions of the PCSC. The implications of these results for remedial programmes are discussed.