Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood

Autor/inn/en	Smart, Diana; Youssef, George J.; Sanson, Ann; Prior, Margot; Toumbourou, John W.; Olsson, Craig A.
Titel	Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood
Quelle	In: British Journal of Educational Psychology, 87 (2017) 2, S.288-308 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smart, Diana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12150
Schlagwörter	Reading Difficulties; Behavior Problems; Well Being; Longitudinal Studies; Psychological Patterns; Social Development; Parent Attitudes; Teacher Attitudes; Standardized Tests; Reading Tests; Elementary School Students; Educational Attainment; Employment Level; Adolescents; Young Adults; At Risk Persons; High School Graduates; Dropouts; Graduation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Well-being; Wellness; Wohlbefinden; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Entwicklung; Elternverhalten; Lehrerverhalten; Standadised tests; Standardisierter Test; Lesetest; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Risikogruppe; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Abschluss; Graduierung; Ausland; Australien
Abstract	Background: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. Aims: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood. Sample: Data were drawn from a life-course longitudinal study of psychosocial development, the Australian Temperament Project. Methods: Parent and teacher reports and a standard reading test were used to define four groups of children at 7-8 years: RDs only; BPs only; both problems; and neither problem. These groups were followed forward to ascertain educational attainment and employment status at 19-20 and 23-24 years. Results: Each childhood problem was a unique risk for poorer educational and occupational outcomes, with co-occurring problems significantly increasing the risk of poorer educational outcomes. Further analyses revealed that the effects of childhood BPs on occupational status were mediated by secondary school non-completion, but childhood RDs were not. Conclusions: The findings point to the importance of screening and early intervention to prevent or minimize the development of these two childhood problems, as well as continuing to support vulnerable children to increase their likelihood of secondary school completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01