A longitudinal study of early reading difficulties and subsequent problem behaviors

Area of Science:

• Child Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Early academic failure is often thought to cause a cycle of negative motivation and behavior.
• The relationship between reading difficulties and behavioral problems requires further investigation.

Purpose of the Study:

• To compare children with reading difficulties to typical readers regarding ADHD symptoms and other behavioral issues.
• To determine if problem behaviors are a consequence of reading failure or independent factors.

Main Methods:

• Children with diagnosed reading difficulties and typical readers were assessed.
• Questionnaires measured Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms.
• Questionnaires also assessed withdrawn symptoms, somatic complaints, anxiety/depression, social problems, and aggression.

Main Results:

• Reading difficulties and behavioral problems were found to be largely independent.
• Problem behaviors did not appear to be a direct consequence of reading failure.
• Gender differences in the relationship between reading difficulties and problem behavior were negligible.

Conclusions:

• The findings challenge the notion of a direct causal link between reading failure and subsequent problem behaviors.
• Interventions may need to address reading difficulties and behavioral issues as separate, though potentially co-occurring, concerns.
• Implications for special education and targeted interventions are discussed.