ABSTRACT
Self-esteem has often been associated with the educational environment. However, to gain an understanding of self-esteem and dyslexia within an educational context, it is important to focus on academic self-concept, rather than global self-esteem. Research has found that children with dyslexia, and other learning difficulties, often hold lower levels of perceptions of themselves and their ability to execute tasks or actions. Resilience research has often viewed dyslexia and other learning difficulties as being chronic and unrelenting in nature, meaning that these children may be at risk for maladaptation. Turning points, which have been identified in later childhood, are also indicative of the chronic nature of dyslexia as a risk factor for future adaptation. Turning points occur as children re-organise the value placed on specific sub-domains, such as academic self-concept, as a result of outcomes experienced within the educational setting.
