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Connections between reading disability and behavior problems: testing temporal and causal hypotheses

D Smart1, A Sanson, M Prior

  • 1Department of Psychology, University of Melbourne, Australia.

Journal of Abnormal Child Psychology
|June 1, 1996
PubMed
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Reading problems in children are stable, but behavior issues can worsen reading delays. Comorbid conditions and ADHD significantly impact outcomes, with gender-specific pathways to reading disability observed.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Reading disability and behavior problems in children are closely associated disorders.
  • Understanding the temporal and causal links between these conditions is crucial for effective intervention.
  • Previous research suggests potential causal pathways, but longitudinal data is needed.

Purpose of the Study:

  • To investigate the temporal and causal connections between reading disability and behavior problems in elementary school children.
  • To examine the stability of reading disability and behavior problems over a 2-year period.
  • To identify factors influencing the co-occurrence and outcomes of these disorders.

Main Methods:

  • Longitudinal study following children from Grade 2 to Grade 4.

Related Experiment Videos

  • Categorization of children based on the presence of reading disability and/or behavior problems.
  • Assessment of intelligence (IQ), reading, spelling, and behavior problem status, including Attention Deficit Hyperactivity Disorder (ADHD) symptoms.

    • Main Results:

    • Reading disability remained stable, while behavior problem status showed greater variability.
    • Data did not support reading problems causing behavior problems; instead, behavior problems may exacerbate reading delay.
    • Comorbid children exhibited the worst outcomes; ADHD symptoms differentiated comorbid from behavior problem-only groups.
    • Reading-disabled children had lower IQs, but significant reading and spelling differences persisted after controlling for IQ.
    • Gender differences were observed, with more reading-disabled boys having behavior problems than girls.

    Conclusions:

    • Behavior problems may exacerbate reading delay, rather than the reverse.
    • Comorbidity and ADHD symptoms are associated with poorer outcomes in children with reading difficulties.
    • Gender-specific pathways likely exist for reading disability, suggesting tailored interventions may be necessary.