The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-33e

Bibliographic reference :
Ackerman, B.P., Izard, C.E., Kobak, R., Smith, C., & Brown, E.D. (2007). Relation Between Reading Problems and Internalizing Behavior in School for Preadolescent Children From Economically Disadvantaged Families. Child Development, 78(2), 581-596.

Abstract :

This American longitudinal study examined the relation between the reading problems and internalizing behavioural problems of children from economically disadvantaged families. These children often experienced more difficulties in reading and mathematics as early as grade school. Children’s academic difficulties may be associated with emotional distress, which, in turn, may amplify their social and academic problems over time.

Internalizing Behavioural Problems and Academic Difficulties
With regard to the relation between internalizing behavioural problems and academic difficulties, four elements should be considered. First, poverty and resulting family disruption can account for the relationship between academic problems and internalizing behavioural problems. The possibility that these problems may be the cause of academic difficulties rather than their consequence should also be considered. Furthermore, the fact that children’s interpretation of their academic difficulties changes during their development must also be considered. For instance, reading problems that persist across grade can lead to distress among preadolescents; at this stage, they are more likely to compare their academic performance with those of their peers and become aware of their difficulties, feel devalued in the end and develop internalizing behavioural problems. Lastly, the possibility of linking persisting academic difficulties to emotional distress that may be expressed through internalizing behavioural problems should also be considered.

Methodology
The sample was comprised of 105 children whose mothers and teachers were also surveyed. Data was collected on several occasions: when children were in preschool and in first, second and fifth grades.

The following elements were measured among children: behavioural problems (as reported by teachers), reading problems (as reported by mothers and teachers), and reading scores, negative emotional experiences, verbal abilities and inattention (through direct observation). Then the following elements were measured among families: income-to-needs ratio and family disruption.

Main Results
Results confirmed that economic disadvantage is a major predictor of reading difficulties in grade school. What are the emotional effects of these difficulties? There is a clear association between fifth-grade reading problems and internalizing behavioural problems; this association is also correlated with change between the prior assessment and fifth-grade assessment of internalizing behaviour. Similarly, reading problems seem to lead to internalizing behavioural problems instead of the opposite, since emotional distress tied to reading problems was apparent only among 5th graders. Given that the development of self-awareness is more advanced among 5th graders, these children are more likely to compare and undervalue themselves. Therefore, persistent reading problems seem particularly distressing for preadolescents.

Early interventions aimed at helping children’s reading skills are central, not only to help them improve their reading skills, but also to prevent the development of internalizing behavioural problems especially among underprivileged students who are at risk of experiencing reading problems.

Links :
This journal is also available in electronic format: http://www.srcd.org/

Key Words :
Internalizing Behavioural Problems, Reading Problems, Emotional Distress, Verbal Ability, Inattention, Dysfunctional Family, Poverty, Underprivileged Environments, Educational Inequalities, Quantitative Analysis, Longitudinal Study, Preadolescent, Primary, Elementary, Newsletter7

Monitored Countries :
United States