Date of Graduation
Summer 8-2025
Document Type
Dissertation
Degree Name
Doctor of Psychology
College/School
School of Nursing and Health Professions
Program
Clinical Psychology (PsyD)
First Advisor
David Martinez, PhD
Second Advisor
Eleanor Palser, PhD
Third Advisor
Molly Memel, PhD
Abstract
Children with dyslexia have persistent and well-documented reading challenges, yet emerging research suggests they may also exhibit unique socioemotional strengths. However, these strengths remain poorly understood and are often overlooked in traditional remediation approaches, which tend to emphasize deficits rather than assets. This dissertation takes a multimodal approach—through two complementary studies—to examine socioemotional functioning in dyslexia from both behavioral and neurobiological perspectives, with the overarching aim of mapping a comprehensive profile of dyslexia to advance strength-based models for development and intervention.
In Study 1, we explored how parents perceive the socioemotional strengths of their children with dyslexia. Ninety-seven parents responded to an open-ended question describing their child’s behavioral and emotional strengths, and responses were analyzed using reflexive thematic analysis. Five overarching themes emerged: (1) social skills, (2) positivity, (3) reliability, (4) determination, and (5) creativity. Subthemes revealed particular strengths in prosocial behavior, empathy, optimism, conscientiousness, and originality. While social skills were the most commonly reported, the diversity and depth of strengths highlighted the presence of meaningful socioemotional assets in children with dyslexia. These findings suggest that incorporating strengths-based perspectives into educational and clinical practices may reduce stigma and promote resilience.
In Study 2, we investigated the physiological correlates of these strengths by examining whether resting cardiac parasympathetic activity—indexed by RSA (RSA)—was associated with parent-reported socioemotional traits. One hundred children (88 with dyslexia, 12 typically developing; ages 7–17) completed a two-minute resting baseline physiological recording, and parents rated their child’s emotional and interpersonal functioning. Group comparisons revealed no significant differences in resting parasympathetic activity between children with and without dyslexia. However, across the full sample, higher RSA predicted greater parent-reported awe, pride, love, and perspective-taking, suggesting a potential physiological pathway supporting socioemotional traits in childhood.
Together, these studies provide converging evidence that children with dyslexia may have underrecognized socioemotional strengths and that individual differences in autonomic functioning may in part explain the variability in these traits. These findings advance a more holistic understanding of dyslexia and underscore the importance of incorporating both behavioral and biological indicators into research and practice aimed at supporting neurodiverse populations.
Recommended Citation
Zhang, B. Y. (2025). Multi-modal Approach to Investigating Socioemotional Strengths in Children with Dyslexia. Retrieved from https://repository.usfca.edu/diss/720
