The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-34e

Bibliographic reference :
Fleming, C.B., Harachi, T.W., Cortes, R.C., Abbott, R.D., & Catalano, R.F. (2004). Level and Change in Reading Scores and Attention Problems During Elementary School as Predictors of Problem Behavior in Middle School, Journal of Emotional and Behavioral Disorders, 12(3), 130-144.

Abstract :

On a longitudinal basis, few studies have focused on change in children’s attention problems and reading scores in grade school and their effects on the development of behavioural problems in early adolescence. This American study examined change in reading scores and attention problems among elementary students (3rd to 6th grade) and the extent to which these variations predict behavioural problems in early adolescence (7th grade).

Methodology
The sample consisted of 783 students already participating in the Raising Healthy Children (RHC) project, a longitudinal study involving students from ten Pacific Northwest schools in the United States. For this research, students selected had to complete at least one of four reading achievement tests administered annually to all district students in Grades 3 through 6.

In addition to reading scores, data was collected on gender, socio-economic status and attention problems, especially impulsiveness, hyperactivity and poor concentration as reported by teachers. Once enrolled in 7th grade, students were surveyed based on three behavioural problem indicators, including drug use, antisocial behaviour and physical violence. It should be noted that in the United States, 7th grade corresponds for most students to their first year in middle school. Participating parents, teachers and students were surveyed once a year throughout the project.

Main Results
Results highlighted the initial heterogeneity of groups and changes occurring at the elementary level, especially regarding reading scores and attention problems. In addition, it was pointed out that these two risk factors were not statically significant and, consequently, that their influence on behavioural problems could vary.

Students with the best reading scores and scores that improved between 3rd and 6th grade were those who exhibited fewer behavioural problems in 7th grade (reading scores explained 7% of the variance). Students exhibiting the greatest number of attention problems and levels of attention problems that increased between 3rd and 6th grades compared with the other children were those most likely to exhibit behavioural problems in 7th grade (attention problems explained 11% of the variance).

The combined influence of the two risk factors explained a larger part of the 14% variance. The significant correlation between attention and behavioural problems was also demonstrated. In addition, students exhibiting a greater number of attention problems in class had poorer reading scores and those exhibiting fewer attention problems saw their reading scores improve.

These results confirmed the importance of preventive interventions that involve reducing the frequency of behavioural problems during adolescence by working on reading performance attention problems as early as grade school.

Links :
This journal is also available in electronic format: http://www.proedinc.com/

Key Words :
Reading, Attention Problems, Delinquency, Aggressiveness, Drugs, Adolescence, Preadolescence, Childhood, Longitudinal Study, Primary, Elementary, , Middle school, Quantitative Analysis, Newsletter7

Monitored Countries :
United States