Developing emotion-regulation in children has the potential to enhance academic achievement. Connections exist between emotions and learning, in that certain emotional responses can support acquisition of skills, whereas others may hinder it. While past research has highlighted the relationship between emotions and academic achievement, there are gaps in our understanding of the connection. For example, there is more to learn about how we combine literacy learning with emotional strategies in typical, school-based practice. Further research may also determine whether those with relatively severe literacy difficulties (such as dyslexia) would benefit from emotion-regulation strategies being added to literacy interventions. Similarly, the effectiveness of a combined literacy intervention for those with literacy difficulties and emotion-regulation difficulties may be examined. The current research considers each of these areas.

The primary focus of the current research was, therefore, to examine the effects of intervention strategies that focused on emotion-regulation in a range of low literacy achieving children. The research participants comprised children with a specific learning difficulty (dyslexia), as well as those presenting with emotional barriers to literacy learning. The working hypothesis for the present research was that emotions play a key role in learning. It proposed that a literacy intervention which included emotion-regulation support would enhance the attainment of dyslexic/literacy underachieving children significantly more than a solely literacy-focused intervention.

Data collection focussed on children aged 7-11 with dyslexia and/or low literacy levels relative to expected achievement levels. In each of the three studies, an emotion-regulation intervention in combination with a literacy intervention was administered and assessed. The literacy intervention was a purpose-designed program based on premises and strategies considered to be effective in improving relevant literacy skills. The emotion-regulation intervention was designed to facilitate change in each child’s perception of learning, and to enhance selfconcept, learning engagement, and achievement through the development of a sense of agency and motivation by way of self-affirmation and goal setting.

Study 1 served as a pilot study and was undertaken online. Participants were divided into two groups: both groups received the literacy intervention, but only one group received the emotion-regulation intervention.

Study 2 involved 33 participants and followed the same format as Study 1, though in person. The participants group consisted of a combination of low literacy achieving children and those with a dyslexic diagnosis. Groups were undifferentiated.

Study 3 also took place in person, although with differentiated groups of participants; those with a dyslexia diagnosis, and those who were underperforming in literacy due to emotional barriers (e.g. anxiety).

Both groups received the literacy and emotion-regulation intervention. Assessments were conducted in literacy (WIAT-III A&NZ/UK) and self-concept (PASS) at three separate points: pre (prior to intervention), post 1 (up to 7 days after intervention) and post 2 (10-12 weeks after intervention).

Overall findings from Study 1 and 2 indicated that participants who received the emotionregulation intervention showed greater short and long term gains in literacy performance and self-assessment. As these two studies did not differentiate between children who were low literacy achieving due to dyslexia and those who were low literacy achieving for other reasons, a further study (Study 3) differentiated between such participants. These findings showed that a combined intervention was effective for children with emotional learning barriers as well as for those with literacy-based learning barriers (dyslexia). The research provided evidence that a combined literacy and emotion-regulation intervention can be effective in increasing the attainment of low literacy achieving and dyslexic children. These findings are discussed in terms of the practical implications of the research as well as theoretical viewpoints on the connections between emotion and learning.