Internalizing Behaviors and Hyperactivity/Inattention: Consequences for Young Struggling Readers, and Especially Boys

Autor/inn/en	Garwood, Justin D.; Varghese, Cheryl; Vernon-Feagans, Lynne
Titel	Internalizing Behaviors and Hyperactivity/Inattention: Consequences for Young Struggling Readers, and Especially Boys
Quelle	In: Journal of Early Intervention, 39 (2017) 3, S.218-235 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815117706524
Schlagwörter	Behavior Problems; Hyperactivity; Attention Deficit Disorders; Child Behavior; Gender Differences; Males; Reading Difficulties; Emergent Literacy; Kindergarten; Grade 1; Socioeconomic Status; Scores; Children; Surveys; Longitudinal Studies; Teacher Attitudes; Hypothesis Testing; Randomized Controlled Trials; Elementary School Students; Reading Fluency; Reading Tests; Achievement Tests; Questionnaires; Screening Tests; Student Characteristics; Reading Skills; Multivariate Analysis; Early Childhood Longitudinal Survey; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Geschlechterkonflikt; Male; Männliches Geschlecht; Reading difficulty; Leseschwierigkeit; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Socio-economic status; Sozioökonomischer Status; Child; Kind; Kinder; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Hypothesenprüfung; Hypothesentest; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fragebogen; Screening-Verfahren; Reading skill; Lesefertigkeit; Multivariate Analyse
Abstract	Although evidence of negative associations between early literacy development and children's behavior problems exists, the field still lacks an understanding of the complicated links between these two areas. Children's gender has often not been included in much of the extant research as a potential moderating variable, yet gender differences may provide insights into the nuanced relationship between early literacy development and maladaptive behaviors. Results from the current study of 472 kindergarten and first-grade children suggested that compared with nonstruggling readers, teachers rated struggling readers as higher on internalizing behaviors and hyperactivity/inattention, but not externalizing behaviors, when accounting for children's socioeconomic status. Furthermore, higher levels of internalizing behaviors and hyperactivity/inattention in struggling readers predicted lower reading scores at the end of the school year across a variety of domains, but these negative effects were more prominent for young boys. Implications for early intervention are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01