Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-Lagged Panel Design and Population-Based Sample of US Upper Elementary Students

Autor/inn/en	Lin, Yu-Chu; Morgan, Paul L.; Hillemeier, Marianne; Cook, Michael; Maczuga, Steve; Farkas, George
Titel	Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-Lagged Panel Design and Population-Based Sample of US Upper Elementary Students
Quelle	In: Behavioral Disorders, 38 (2013) 4, S.212-227 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Behavior Problems; Elementary School Students; At Risk Students; Reading Difficulties; Age Differences; Grade 3; Grade 5; Grade 4; Time on Task; Self Control; Interpersonal Communication; Correlation; Longitudinal Studies; Student Characteristics; Item Response Theory; Reading Achievement; Mathematics Achievement; Mathematics Skills; Reading Skills; Gender Differences; Racial Differences; Family Influence; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Age; Difference; Age difference; Altersunterschied; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Zeitaufwand; Selbstbeherrschung; Interpersonale Kommunikation; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Item-Response-Theorie; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Reading skill; Lesefertigkeit; Geschlechterkonflikt; Rassenunterschied
Abstract	We examined three questions. First, do reading difficulties increase children's risk of behavioral difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using (a) a sample of 9,324 children followed from third to fifth grade as they participated in a nationally representative dataset, (b) multilevel logistic regression modeling, and (c) statistical control for many potential confounds. Results indicated that poor readers in third grade were significantly more likely to display poor task management, poor self-control, poor interpersonal skills, internalizing behavior problems, and externalizing behavior problems in fifth grade (odds ratio [OR] range = 1.30-1.57). Statistically controlling for a prior history of reading difficulties, children with poor mathematics skills in third grade were also significantly more likely to display poor task management, poor interpersonal skills, internalizing behavior problems, and reading difficulties in fifth grade (OR range = 1.38-5.14). In contrast, only those children exhibiting poor task management, but not other types of problem behaviors, in third grade were more likely to be poor readers in fifth grade (OR = 1.49). Poor readers in third grade were extremely likely to still be poor readers in fifth grade (OR = 19.69). (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10