title: [Effects of reading difficulties on scholastic self-evaluation and mental health in elementary school children].
abstract: OBJECTIVE
  We aimed to examine the effects of reading difficulties on scholastic self-evaluation and mental health in elementary school students.
  
  
  METHODS
  Following guidelines for diagnosing reading disorders in elementary school students, we administered reading test batteries consisting of single sounds, single words, and single sentences to 41 fifth-grade elementary school students in Japan. The students' levels of scholastic self-evaluation, self-esteem, and depressive symptoms were assessed using self-rating questionnaires.
  
  
  RESULTS
  By evaluating students' reading speed and the number of reading errors they made, we found that six students (14.6%) had reading difficulties (RD group) as per the guidelines for diagnosing reading disorders. The scholastic self-evaluation scores of this RD group were significantly lower than that of the non-RD group. No significant differences were found between the groups on self-esteem or depressive symptoms scores, which we considered to be indicators of mental health, Speed in reading single sounds and single words, and the number of reading errors in reading single sounds had significant negative correlations with scholastic self-evaluation scores.
  
  
  CONCLUSIONS
  We found that reading difficulties might result in decreased scholastic self-evaluation in elementary school students; however, reading difficulties did not directly influence self-esteem or depression.
authors.forename: Toshiya
authors.initials: T
authors.lastname: Yamashita
authors.forename: Takashi
authors.initials: T
authors.lastname: Hayashi
mesh_terms: D001076:Aptitude; D002648:Child; D003863:Depression; D005260:Female; D006801:Humans; D008297:Male; D008603:Mental Health; D011932:Reading; D012574:Schools; D012649:Self Concept; D012647:Self-Assessment; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires