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Diversity in the School Problems of Economically Disadvantaged Adolescents: Dual Pathways of Reading and Externalizing Problems
Author(s) -
Ackerman Brian,
Smith Clare,
Kobak Roger
Publication year - 2009
Publication title -
social development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.078
H-Index - 91
eISSN - 1467-9507
pISSN - 0961-205X
DOI - 10.1111/j.1467-9507.2008.00496.x
Subject(s) - disadvantaged , psychology , developmental psychology , reading (process) , diversity (politics) , longitudinal study , externalization , social psychology , statistics , mathematics , sociology , political science , anthropology , law
This study of economically disadvantaged 13‐year‐olds examined the relations between serious reading difficulties and clinical levels of externalizing behaviors in school. The variable‐centered results showed that family variables, adolescent verbal ability, and negative emotion patterns differed in uniquely predicting reading achievement and externalizing behaviors. The person‐centered analyses established robust groups of adolescents showing problems in a single domain, both domains, or neither domain, and that family and adolescent variables distinguished the adolescent groups in predictable ways. Longitudinal results available for a subsample showed that high problem levels for the groups were stable across elementary school and associated with first‐grade characteristics. The results provide evidence for relatively independent pathways of reading and externalizing difficulties for young disadvantaged adolescents.