Relation between reading problems and internalizing behavior in school for preadolescent children from economically disadvantaged families
Relation between reading problems and internalizing behavior in school for preadolescent children from economically disadvantaged families
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DOI：
10.1111/j.1467-8624.2007.01015.x
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发表时间：
2007-03-01
影响因子：
4.6
通讯作者：
Smith, Clare
中科院分区：
文献类型：
--
作者：
Ackerman, Brian P.;Izard, Carroll E.;Smith, Clare
这项纵向研究的105个经济困难的儿童检查之间的关系阅读问题和内化行为在第三和第五年级的评估（8至12奥尔兹）。以变量为中心的结果表明，阅读问题预测的变化，内化行为的背景下，儿童和家庭的预测。以人为中心的研究结果表明，在两个年级都有阅读问题的儿童在五年级的内化得分高于三年级有阅读问题或没有问题的儿童，但在三年级没有。儿童报告的负面情绪经历在不同年级之间的差异相似。研究结果将阅读问题与学校的情绪困扰联系起来，并支持了关于弱势儿童学业困难的影响方向和内化的结论。
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children.