Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2--Developmental Trajectories and Bullying Involvement in Grade 3

Autor/inn/en	Turunen, Tiina; Kiuru, Noona; Poskiparta, Elisa; Niemi, Pekka; Nurmi, Jari-Erik
Titel	Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2--Developmental Trajectories and Bullying Involvement in Grade 3
Quelle	In: Scientific Studies of Reading, 23 (2019) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turunen, Tiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2018.1497036
Schlagwörter	Reading Research; Behavior Problems; Victims; Bullying; Reading Difficulties; Grade 1; Grade 2; Elementary School Students; Correlation; Foreign Countries; Profiles; Reading Skills; Finland + Suchen Sie Ihr Suchwort? Leseforschung; Victim; Opfer; Mobbing; Reading difficulty; Leseschwierigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Korrelation; Ausland; Charakterisierung; Profilanalyse; Reading skill; Lesefertigkeit; Finnland
Abstract	School bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish children (M age = 7 years 2 months at the beginning of the study), developmental profiles were identified using mixture modeling based on reading skills, as well as externalizing and internalizing problems. In Grade 3, one fifth of the students were involved in bullying as victims, bullies, or bully/victims. Poor readers with externalizing/internalizing problems were most involved as bullies and bully/victims but not as victims. Average readers with externalizing/internalizing problems were also involved in bullying, whereas students with only reading difficulties were not. Skilled readers displayed little externalizing/internalizing problems and were not involved in bullying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01