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A longitudinal study of early reading difficulties and subsequent problem behaviors
Author(s) -
KEMPE CAMILLA,
GUSTAFSON STEFAN,
SAMUELSSON STEFAN
Publication year - 2011
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/j.1467-9450.2011.00870.x
Subject(s) - psychology , reading (process) , aggression , developmental psychology , intervention (counseling) , anxiety , longitudinal study , depression (economics) , clinical psychology , psychiatry , statistics , mathematics , political science , law , economics , macroeconomics
Kempe, C., Gustafson, S. & Samuelsson, S. (2011). A longitudinal study of early reading difficulties and subsequent problem behaviors. Scandinavian Journal of Psychology 52 , 242–250. It is generally believed that early academic failure in school develops into a downward spiral of negative motivational and behavioral consequences. In this study, children with reading difficulties were compared with typical readers on questionnaires measuring ADHD symptoms and other behavior problems such as withdrawn symptoms, somatic complaints, anxiety/depression, social problems, and aggression. The results revealed that reading difficulties and problem behaviors appear more independent of each other rather than problem behaviors being a consequence of reading failure. In addition, gender differences were negligible when examining the relationship between reading difficulties and subsequent problem behavior. Some implications for special education and intervention are suggested.