The Role of Learning to Read in the Development of Problem Behaviour: A Cross-Lagged Longitudinal Study

Autor/inn/en	Halonen, Anne; Aunola, Kaisa; Ahonen, Timo; Nurmi, Jari-Erik
Titel	The Role of Learning to Read in the Development of Problem Behaviour: A Cross-Lagged Longitudinal Study
Quelle	In: British Journal of Educational Psychology, 76 (2006) 3, S.517-534 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709905X51590
Schlagwörter	Grade 1; Grade 2; Behavior Problems; Beginning Reading; Foreign Countries; Elementary School Students; Reading Skills; Reading Tests; Reading Difficulties; Finland + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Erstleseunterricht; Ausland; Reading skill; Lesefertigkeit; Lesetest; Reading difficulty; Leseschwierigkeit; Finnland
Abstract	Background: This study investigates the posited relationship between learning to read, and internalizing and externalizing problem behaviours, during the transition from preschool to primary school. Methods: A total of 196 (104 boys, 92 girls) children participating in the Jyvaskyla Entrance into Primary School (JEPS) study were followed up six times during their transition from preschool to primary school. At each measurement, the children's reading performance was tested. Moreover, their internalizing and externalizing problem behaviour was examined by means of structured interviews. Results: The results showed that problems in reading acquisition predicted an increase in internalizing problem behaviour during the preschool year and first grade, whereas during the second grade they were associated with an increase in subsequent externalizing problem behaviour. Moreover, from preschool to the beginning of the primary school internalizing problem behaviour predicted subsequent externalizing problem behaviour. Later on during the first and the second primary school years, it was externalizing problem behaviour that predicted an increase in internalizing problem behaviour. Conclusions: The results of this study suggested that difficulties in learning to read, and internalizing and externalizing problem behaviours are developmentally linked in a cumulative manner. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10