[Development of parent’s judgment of behavioral problems from kindergarten to second grade in children dependent on
Josefine Horbach1, Thomas Günther1,2
11 Lehr- und Forschungsgebiet Klinische Neuropsychologie des Kindes- und Jugendalters, Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, Uniklinik RWTH Aachen.
Insights
Children with reading disorders often develop behavioral problems as they face academic challenges. Poor readers show increased behavioral issues and attention problems from kindergarten through second grade.
Area of Science:
- Child Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Reading disorders frequently co-occur with behavioral disorders, but the causal relationship remains unclear.
- Previous studies indicate a link between behavioral problems and learning disabilities.
- Understanding this relationship is crucial for early intervention and support.
Purpose of the Study:
- To investigate how parental judgment of children's behavioral problems changes from kindergarten to second grade.
- To determine if these changes are influenced by reading performance.
- To explore the developmental trajectory of behavioral issues in children with varying reading abilities.
Main Methods:
- Longitudinal study tracking 241 children from kindergarten to second grade.
- Annual assessment of reading performance.
- Parental assessment of behavioral problems using the Child Behavior Checklist (CBCL).
Main Results:
- Poor readers exhibited higher overall problem scores and externalizing behaviors in first grade compared to kindergarten.
- In kindergarten, poor readers showed more attention problems but not externalizing or internalizing symptoms.
- By first and second grade, poor readers displayed more behavioral problems overall, with an increased proportion of clinical diagnoses.
Conclusions:
- Academic performance demands place a significant burden on children with reading difficulties.
- Early attention problems may predict later reading and behavioral challenges.
- The findings highlight the need for integrated support for children facing both reading and behavioral difficulties.
Abstract:
The development of reading disorders is complicated by frequently occurring comorbid behavioral disorders. Studies have shown this relation between behavior problems and learning disabilities but the causal relation is unclear so far. The present study investigates whether and in what way parents’ judgment (CBCL) of behavioral problems of children change from kindergarten to the end of second grade depending on children’s reading performance. Reading performance of 241 children was assessed every year from kindergarten to second grade. Parents judged children’s behavioral problems on CBCL. Variance analyses showed that poor readers are judged higher on the CBCL problem score and on externalizing behavior in first grade in comparison to kindergarten. In kindergarten, those children who were later classified as poor readers did not differ in externalizing and internalizing symptoms from good readers, but they had more attention problems. In first and second grade poor readers showed overall more behavior problems than good readers. Also the proportion of children with clinical relevant behavior disorders increased in the group of weak readers during first and second grade. The results indicate that the confrontation with performance requirements in school put a high burden on the children.
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