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Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
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The relation between reading and externalizing behavior: a correlational meta-analysis.

Sage E Pickren1, Jessica N Torelli2, Anna H Miller3

  • 1Department of Special Education, Vanderbilt University, Nashville, TN, USA. Sage.pickren@gmail.com.

Annals of Dyslexia
|July 1, 2024
PubMed
Summary
This summary is machine-generated.

Poor reading skills are linked to more externalizing behaviors in children aged 5-12. This meta-analysis of 33 studies found a significant negative correlation, highlighting the importance of reading proficiency for overall child development.

Keywords:
ElementaryExternalizing behaviorMeta-analysisReading

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Child Psychiatry

Background:

  • Reading proficiency is crucial for academic success and has long-term life consequences.
  • Students with behavioral problems often exhibit poor reading skills, and those with learning disabilities may present more behavioral issues.
  • A significant association exists between reading abilities and externalizing behaviors in school-aged children.

Purpose of the Study:

  • To conduct a correlational meta-analysis examining the association between reading and externalizing behavior in students aged 5-12.
  • To identify potential moderators influencing the relationship between reading and externalizing behavior.

Main Methods:

  • A meta-analysis of 33 studies was performed, yielding 88 effect sizes.
  • A random-effects linear regression model with robust variance estimation was utilized.
  • Moderator analyses were conducted on measurement and sample characteristics.

Main Results:

  • A significant, negative correlation (r = -0.1698) was found between reading and externalizing behavior (p < 0.0001).
  • Moderators included rater type, behavior dimension (e.g., aggression), time between longitudinal measurements, sample age, and percentage of males in the sample.
  • Reading assessment type (comprehension vs. word reading) and sample socioeconomic status did not moderate the relationship.

Conclusions:

  • The findings underscore a significant link between reading difficulties and externalizing behaviors in children.
  • Understanding this association has implications for identifying and intervening with disabilities in elementary school children.
  • Future research should explore shared cognitive and environmental factors underlying this relationship.