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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

Are reading and behavior problems risk factors for each other?

Paul L Morgan¹, George Farkas, Paula A Tufis

¹Pennsylvania State University, Department of Educational Psychology, School Psychology, and Special Education, Pennsylvania State University, University Park, PA 16802, USA. paulmorgan@psu.edu.

Journal of Learning Disabilities

|September 5, 2008

Summary

Children with early reading difficulties often develop behavioral issues later. Interventions should address both reading skills and task-focused behaviors concurrently for best results.

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Published on: May 1, 2020

Area of Science:

Child development
Educational psychology
Behavioral science

Background:

Reading and behavior problems in children can be interconnected.
Early identification of these issues is crucial for effective intervention.

Purpose of the Study:

To investigate the bidirectional relationship between reading problems and behavior problems in early elementary school.
To determine if first-grade reading difficulties predict third-grade behavior problems, and vice versa.

Main Methods:

Utilized multilevel logistic regression modeling.
Analyzed data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K).
Controlled for a wide range of potential confounding variables.

Main Results:

First-grade reading problems significantly predicted third-grade externalizing behaviors, internalizing behaviors, poor self-control, and poor task engagement.
First-grade poor task engagement predicted third-grade reading problems.

Conclusions:

Reading difficulties and behavioral issues in early childhood are linked.
Interventions targeting both reading and task-focused behaviors simultaneously are recommended for optimal outcomes.