Are Reading and Behavior Problems Risk Factors for Each Other?

Autor/inn/en	Morgan, Paul L.; Farkas, George; Tufis, Paula A.; Sperling, Rayne A.
Titel	Are Reading and Behavior Problems Risk Factors for Each Other?
Quelle	In: Journal of Learning Disabilities, 41 (2008) 5, S.417-436 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408321123
Schlagwörter	Behavior Problems; Economically Disadvantaged; Kindergarten; Grade 3; Grade 1; Reading Difficulties; Student Behavior; Correlation; Student Participation; Self Control; Student Characteristics; Poverty; Racial Differences; High Risk Students; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Student behaviour; Schülerverhalten; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstbeherrschung; Armut; Rassenunterschied; Problemschüler
Abstract	Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the "Early Childhood Longitudinal Study-Kindergarten Class" (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. They also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously. (Contains 3 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10