The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study.
The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study.
复制标题
学习阅读在问题行为发展中的作用：一项交叉滞后的纵向研究。
DOI：
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复制
发表时间：
2006
影响因子：
3.7
通讯作者：
J. Nurmi
中科院分区：
文献类型：
--
作者：
A. Halonen;K. Aunola;T. Ahonen;J. Nurmi
背景
本研究旨在探讨幼儿园至小学阶段，阅读学习与问题行为内化、外化之间的关系。
方法
总共有196名儿童（104名男孩，92名女孩）参加了于韦斯屈莱小学入学研究，在他们从学前班过渡到小学期间接受了六次随访。在每次测量中，孩子们的阅读表现都被测试。此外，他们的内化和外化的问题行为进行了研究，通过结构化访谈。
结果
结果表明，在阅读收购的问题预测增加的内化问题行为在学前一年和一年级，而在二年级，他们与随后的外化问题行为的增加。此外，从学前班到小学开始，内化问题行为预测随后的外化问题行为。后来在第一和第二小学年，这是外化的问题行为，预测增加了内化的问题行为。
结论
这项研究的结果表明，学习阅读的困难，以及内化和外化问题行为是以累积的方式发展联系。
BACKGROUND
This study investigates the posited relationship between learning to read, and internalizing and externalizing problem behaviours, during the transition from preschool to primary school.
METHODS
A total of 196 (104 boys, 92 girls) children participating in the Jyväskylä Entrance into Primary School (JEPS) study were followed up six times during their transition from preschool to primary school. At each measurement, the children's reading performance was tested. Moreover, their internalizing and externalizing problem behaviour was examined by means of structured interviews.
RESULTS
The results showed that problems in reading acquisition predicted an increase in internalizing problem behaviour during the preschool year and first grade, whereas during the second grade they were associated with an increase in subsequent externalizing problem behaviour. Moreover, from preschool to the beginning of the primary school internalizing problem behaviour predicted subsequent externalizing problem behaviour. Later on during the first and the second primary school years, it was externalizing problem behaviour that predicted an increase in internalizing problem behaviour.
CONCLUSIONS
The results of this study suggested that difficulties in learning to read, and internalizing and externalizing problem behaviours are developmentally linked in a cumulative manner.
DOI：
10.1111/1469-7610.00691
发表时间：
2000-11
期刊：
Journal of child psychology and psychiatry, and allied disciplines
影响因子：
--
作者：
E. Willcutt;B. Pennington
通讯作者：
E. Willcutt;B. Pennington
DOI：
10.1097/00004583-199203000-00016
发表时间：
1992-03-01
影响因子：
13.3
作者：
EDELSOHN, G;IALONGO, N;KELLAM, S
通讯作者：
KELLAM, S
DOI：
10.1097/00004583-200007000-00014
发表时间：
2000-07-01
影响因子：
13.3
作者：
Rabiner, D;Coie, JD
通讯作者：
Coie, JD