A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors

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. Aim: This scoping review aims to 1) provide a framework and operationalize study designs and statistical approaches for studying academic resilience; and 2) systematically review empirical evidence for promotive, protective, and skill-enhancing factors involved in resilience in atypical literacy development of children with (a risk of) word-level RD. Method: The systematic literature search included empirical studies with a focus on compensation in literacy development, including samples of 6- to 16-year-old children with a detectable (risk of) word-level RD. Outcome measures had to include at least one relevant literacy measure. Results: Analysis of the 22 included studies revealed two main 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 promotive, protective, and skill-enhancing 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 at present based on only a few studies. Based on the current findings, we state implications for the field of educational psychology in planning and conducting research into resilience in literacy.