Evaluating Empirical Evidence for Protective Factors: A Scoping Review on Resilience in Literacy

Abstract

Background: To date, little is known about factors that might contribute to positive literacy outcomes in children with (a risk of) reading difficulties (RD). Research into resilience in literacy is needed to understand why some children with (a risk of) RD can overcome their difficulties in the face of adversity given the right circumstances. Aim: This scoping review aims to systematically review empirical evidence for protective, skill-enhancing, and promotive factors involved in resilience in atypical literacy development of children with (a risk of) RD. Method: The systematic literature search focused on descriptive studies with a focus on compensation in literacy development, including samples of 6 to 16-year-old children with a detectable (risk of) RD. Outcome measures had to include at least one relevant literacy measure. Results: Analysis of the 22 included studies revealed two general findings: 1) most studies had (very) small sample sizes and thus low statistical power to find relevant effects, 2) study designs and/or statistical analyses used were often insufficient to distinguish between protective, skill-enhancing, and promotive factors. Furthermore, findings point towards underrecognition of evidence for promotive and skill-enhancing factors as well as overinterpretation of the same evidence towards protective effects. Conclusion: Overall, empirical evidence for protective factors is sparse and currently based on only a few studies. Recommendations for future studies include, among others, a need for replications as well as new studies applying appropriate study designs and statistical analyses to carefully test hypothesized relations between (potential) protective factors and literacy outcomes.