Reading and Mathematics Difficulties Each Increase Children’s Risk for Subsequent Behavior Problems

• In Event: Poster Session 7
  In Poster Session: Special Education Research SIG Poster Session

Abstract

We examined three questions. First, do reading difficulties increase children’s risk of behavior problems? Second, do mathematics difficulties increase children’s risk of reading or behavioral difficulties? Third, do behavioral difficulties increase children’s risk of reading difficulties? Results indicated that poor readers in third grade were significantly more likely to display poor task management (OR = 1.45), poor self-control (OR = 1.40), poor interpersonal skills (OR = 1.57), internalizing behavior problems (OR = 1.31), and externalizing behavior problems (OR = 1.30) in fifth grade. 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 (OR = 1.49) in fifth grade.

Authors

• Yu-Chu Lin, The Pennsylvania State University

• Paul L. Morgan, The Pennsylvania State University

• George Farkas, University of California - Irvine

• Marianne Hillemeier, The Pennsylvania State University

• Steven Maczuga, The Pennsylvania State University

• Michael Cook, Virginia Polytechnic Institute and State University