Emotion and cognition in students who struggle to read: New insights and ideas

Debby Zambo, Sarah K. Brem

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

As educators, we need to change the way we think about cognition and emotion, especially for children who struggle to read. Emotion and cognition work in parallel in subtle and powerful ways. In this article, we explore the relationship between emotion and cognition in a group of children with reading disabilities in grades five through nine. We investigate their emotional reactions to reading and the influence of emotions on their cognition, mood, and self-schemas. We present our results in themes that arose from our conversations with the students and their teachers. From our themes, we designed a Checklist of Emotional Distress Related to Reading that teachers and parents can use to determine the impact of emotions on the children in their lives. We present suggestions at the end thai teachers and others can use to better understand and assist children identified by the checklist.

Original languageEnglish (US)
Pages (from-to)189-204
Number of pages16
JournalReading Psychology
Volume25
Issue number3
DOIs
StatePublished - Jul 2004

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Cognition
cognition
Emotions
emotion
Students
Reading
Checklist
student
teacher
Disabled Children
mood
parents
conversation
school grade
Parents
disability
educator
Group

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Emotion and cognition in students who struggle to read : New insights and ideas. / Zambo, Debby; Brem, Sarah K.

In: Reading Psychology, Vol. 25, No. 3, 07.2004, p. 189-204.

Research output: Contribution to journalArticle

Zambo, Debby ; Brem, Sarah K. / Emotion and cognition in students who struggle to read : New insights and ideas. In: Reading Psychology. 2004 ; Vol. 25, No. 3. pp. 189-204.
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