الفهرس 
introductionOnly 14 pages are availabe for public view
 |  | from | 104 |  |  |
| | | from | 104 | | |
Abstract
Education is a fundamental human right and it has a great impact nation‘s growth and progress. School failure can lead to serious consequences if untreated, the failing student losses self-confidence subsequently becomes discouraged and involved in self-harming behavior.
Dyslexia or specific language difficulties is a term used to describe those children and adults with average or above average intelligence who have severe difficulty in reading.
Understanding comorbidity is important because the presence of an additional disorder may affect the expression and severity of the clinical picture, requiring specific treatments and interventions. Patients with comorbidity compared to those without comorbidity usually exhibit more severe neurocognitive impairment, negative academic experience ,social outcomes and lower treatment response (72), Also Children with comorbid problems have more secondary problems, such as low self-esteem, behavioral problems, and dropping out of school
Dyslexics suffered from externalizing and internalizing symptoms withdrawal, somatic complaints, anxiety /depression, social problems, thought problems, aggression and delinquent behavior that were significantly higher in poor than typical readers.
The present study was designed to identify the psychiatric comorbidity in children and adolescent with dyslexia.
The participants of this study are students previously diagnosed as Dyslexia according to DSM IV-TR
Methodology
A group of 50 students (27 males and 23 females) with dyslexia and a control group of 50 students (26 males and 24 females) without Dyslexia participated. They were pair-wise matched on age, gender, cognitive level , each participant subjected to:
1) Stanford Binet Test Fourth Edition:
To measure participant IQ.
2) The socioeconomic level of family index- revised, Appendix (I):
to measure the socioeconomic level of families.
3) Arabic version of Child behavioral checklist of Achenbach
For identifying problem behavior in participant and assessment of behavioral symptoms .
4) Arabic version of Mini Kid rating scale:(devid sheehan1998
”translated by M.ghanem 1999”
Is a structured interview for psychiatric evaluation.
Results:
The result of the present study revealed that:
• There are significantly higher percentages of dyslexic group have ADHD (18 %), CD (8%) and ODD (14 %) than the control group (4 %, 0.0%, 2 % respectively).
• Significant higher percentages of male dyslexic individuals have ADHD (22.2%) and ODD (14.8%) than female dyslexic individuals (13 %, and 11.1%) . Also male dyslexic individuals have significant higher percentage of CD (14.8%) in contrast of no case of CD in female dyslexic individuals.
• Significant higher percentages of Dyslexic group have abnormal levels of total competence (30 %), activities (44 %), and school (12 %) than the controls (8 %, 14 %, and 0.0 respectively) according to competence scale.
• Dyslexia significantly increases the mean scores of Withdrawn, Anxious, Attention and Delinquent subscales with significant increase in Internalizing, Externalizing and Total problem Score.
• Gender alsol affect the mean scores of dyslexic group; being female significantly increase the mean scores of withdrawal and anxiety while being a male increase that of delinquent behavior.