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Does Low Reading Achievement at School Entry Cause Conduct Problems?


File number :
CS-PC-19e

Bibliographic reference :
Bennett, K.J., Brown, K.S., Boyle, M., Racine, Y., & Offord, D. (2003). Does Low Reading Achievement at School Entry Cause Conduct Problems? Social Science & Medicine, 56, 2443-2448.

Abstract :

Study Objective
The purpose of this Canadian study conducted in Ontario was to clarify the relationship between reading problems prevalent in early schooling and subsequent conduct disorders that result in several long-term outcomes such as violence, substance abuse, depression and suicide. Prevention intervention has received much less emphasis than behavioural disorder treatment.

Reading problems have been identified as a risk factor of behavioural disorders. However, the significance of the link between these two types of problems is hard to establish. This relationship is quite complex and studies have yet to provide results that would shed enough light on these problems.

The aim of this study was to verify if low reading achievement at school entry increases the risk of conduct disorder 30 months later. The objectives were to: 1) assemble a sample of children at school entry free of pre-existing conduct disorders; 2) estimate the scope of the risk associated with reading problems; and 3) interpret results with respect to prevention.

Method
The sample was composed of 728 students from 60 Ontario schools who participated in an earlier study entitled Helping Children Adjust – A Tri-Ministry Study. The selected schools were recognized by the Ontario Ministry of Education as having a high number of students exhibiting aggressive behaviour.

As part of this study, participants had to meet the following conditions: To be in kindergarten or first grade at the time of enrolment, have completed the four assessment steps (baseline, 6, 18 and 30 months), and not exhibit conduct disorders as determined by the Ontario Child Health Study-Revised. Reading problems were measured using the Wide Range Achievement Test (WRAT). Some personal and family variables were also measured, including gender, symptoms of conduct disorders, family income, maternal depression symptoms, maternal level of education and family function.

Main Results
Significant differences were found among participants only according to gender and reading achievement scores. After controlling for a set of personal and family variables, researchers concluded that low reading performance at school entry increased significantly the risk of exhibiting conduct problems 30 months later. Therefore, reading intervention programs may prove as an effective conduct disorder prevention strategy.



Links :
This journal is also available in electronic format.

Key Words :
Behavioural Disorders, Conduct Disorder, Reading Difficulties/Problems, Reading, School Entry, Risk Factor, Prevention, Intervention, Learning Difficulties, Kindergarten, Preschool, Primary, Elementary

Monitored Countries :
Canada