title: Socio-Emotional and Cognitive Resilience in Children with Reading Disabilities.
abstract: In recent times, research on resilience in children facing adversities has proliferated. In this review, the authors characterize resilience in children with reading disorders (RD). To organize our discussion and categorize the specific outcomes such children demonstrate, we adopt the termscognitive resilienceandsocio-emotional resilience. By paralleling other resilience research, we seek to uncover protective factors in the hopes that they can be targeted in education and interventions to improve cognitive functioning, socio-emotional wellbeing, and academic success of children with RD. We conclude by considering current limitations and addressing the need for future resilience research in this specific population of children.
authors.affiliation: Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, USA.
authors.forename: Stephanie L
authors.initials: SL
authors.lastname: Haft
authors.affiliation: Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, USA.
authors.forename: Chelsea A
authors.initials: CA
authors.lastname: Myers
authors.affiliation: Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, USA; Haskins Laboratories, 300 George St #900, New Haven, CT 06511, USA; Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku-ku, Tokyo, 160-8582 Japan.
authors.forename: Fumiko
authors.initials: F
authors.lastname: Hoeft