Relation between Reading Problems and Internalizing Behavior in School for Preadolescent Children from Economically Disadvantaged Families

Autor/inn/en	Ackerman, Brian P.; Izard, Carroll E.; Kobak, Roger; Brown, Eleanor D.; Smith, Clare
Titel	Relation between Reading Problems and Internalizing Behavior in School for Preadolescent Children from Economically Disadvantaged Families
Quelle	In: Child Development, 78 (2007) 2, S.581-596 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01015.x
Schlagwörter	Economically Disadvantaged; Grade 5; Grade 3; Disadvantaged Youth; Reading Difficulties; Student Behavior; Behavior Problems; Preadolescents; Longitudinal Studies; Correlation; Predictor Variables; Family Influence; Emotional Response; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; Benachteiligter Jugendlicher; Reading difficulty; Leseschwierigkeit; Student behaviour; Schülerverhalten; Pre-adolescence; Präadoleszenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Prädiktor; Emotionales Verhalten
Abstract	This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10