Tracking the Relations between Children's Reading and Emotional Health across Time: Evidence from Four Large Longitudinal Studies

Autor/inn/en	McArthur, Genevieve; Badcock, Nicholas; Castles, Anne; Robidoux, Serje
Titel	Tracking the Relations between Children's Reading and Emotional Health across Time: Evidence from Four Large Longitudinal Studies
Quelle	In: Reading Research Quarterly, 57 (2022) 2, S.555-585 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McArthur, Genevieve) ORCID (Robidoux, Serje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.426
Schlagwörter	Longitudinal Studies; Reading Skills; Mental Health; Reading Difficulties; Databases; Cross Cultural Studies; Attention; Student Behavior; Correlation; Foreign Countries; Anxiety; Structural Equation Models; Age Differences; Child Development; Children; United States; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Psychohygiene; Reading difficulty; Leseschwierigkeit; Datenbank; Cultural comparison; Kulturvergleich; Aufmerksamkeit; Student behaviour; Schülerverhalten; Korrelation; Ausland; Angst; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Child; Kind; Kinder; USA; Großbritannien; Australien
Abstract	There is good evidence for an association between poor reading and anxiety, but the mechanisms responsible for this association are currently unknown. In this study, we used structural equation modeling of four large longitudinal databases from the United Kingdom (n = 7,870), the United States (ns = 8,001 and 7,160), and Australia (n = 768) to explore relations between reading and emotional health across childhood. We found that emotional health at age 5 was not related to reading at age 7 but that reading at 7 was related to emotional health at age 9 or 11. We also found that reading, behavior, and attention may be related across development. These findings suggest a working hypothesis that poor reading may have an influence on emotional health rather than vice versa. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01