Development of Behavior Problems in Children with and without Specific Learning Disorders in Reading and Spelling from Kindergarten to Fifth Grade

Autor/inn/en	Horbach, Josefine; Mayer, Axel; Scharke, Wolfgang; Heim, Stefan; Günther, Thomas
Titel	Development of Behavior Problems in Children with and without Specific Learning Disorders in Reading and Spelling from Kindergarten to Fifth Grade
Quelle	In: Scientific Studies of Reading, 24 (2020) 1, S.57-71 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mayer, Axel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1641504
Schlagwörter	Behavior Problems; Child Behavior; Learning Disabilities; Check Lists; Reading Difficulties; Spelling; Kindergarten; Elementary School Students; Comorbidity; Attention Deficit Hyperactivity Disorder; Foreign Countries; Intelligence Tests; Reading Tests; Germany; Child Behavior Checklist; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Checkliste; Reading difficulty; Leseschwierigkeit; Schreibweise; Ausland; Intelligence test; Intelligenztest; Lesetest; Deutschland
Abstract	Previous studies have established the relationship between behavioral problems and specific learning disorders (SLD); however, the exact mechanism by which behavioral disorders impact SLD remains unclear. This longitudinal study used the Child Behavior Checklist (CBCL) to investigate how parents' judgment of children's behavioral problems changed from kindergarten to fifth grade in children diagnosed with or without specific learning disorders in reading and spelling (SLD[subscript rs]) (N = 196). Growth component model analyses showed differential development of behavior problems between children with and without SLD[subscript rs]. The groups did not differ before school entrance in externalizing behavior, internalizing behavior or any sub-scale of the CBCL. Parents reported their children with SLD[subscript rs] as having higher overall levels of behavioral problems after school entrance, especially in first and fourth grade. Comorbid ADHD appears to be the explanatory factor of differential problem behavior ratings between children with and without SLD[subscript rs]. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01