The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-07e

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 :

Study Objectives
This American research focused on the relationship between reading scores, attention problems and the risk of developing behavioural problems in adolescence. The primary objective was to study whether a potential relationship between school failure and behavioural problems could be explained by attention problems in elementary school.

Based on a growth curve model for reading and attention problems, the authors tried to assess whether there was a relationship between the evolution of these two risk factors and the development of behavioural problems later on. The specific objectives of this study were to: (1) determine whether there were differences regarding scores obtained in reading tests during the last four years in elementary school and student attention problems as assessed by their teachers; (2) assess the importance of the evolution of these variables associated with the development of behavioural problems in early adolescence; (3) test the hypothesis stating that the relationship between school failure and behavioural problems can be explained by attention problems.

Methodology
In this study, 783 participants were selected among students already participating in a longitudinal study – Raising Healthy Children Project – involving ten schools in north-western communities of the U.S. The sample consisted of 53% male students; 58% of students were originally enrolled in a school where preventive interventions had been implemented for students at risk of exhibiting academic or behavioural problems.

Data was collected with questionnaires dealing with behavioural problems, attention problems and social development problems within the family, community problems, and school and peer problems. These questionnaires were completed by teachers, parents and students. Reading tests were also administered to students.

Main Results and Conclusion
The variations observed during the evolution of reading and attention problems predicted the seriousness of behavioural problems in early adolescence. The changes observed between the third and sixth grade were predictive of behavioural problems and took into account the level of certain risk factors such as gender and low family income in grade three.

In short, this research project suggested that by focusing on means conducive to attention in class and reinforcing behaviour focused on tasks, academic achievement could be facilitated, thus reducing the risk for adolescents of developing behavioural problems such as delinquency, violence and drug abuse.

Links :
This journal is also available in electronic format

Key Words :
Behavioural Disorders, Attention Problems, Attention Deficit Disorder, Reading, School Failure, Predictors, At-risk Students, Gender, Family Income, Learning Difficulties, Educational Inequalities, Raising Healthy Children, Quantitative Analysis, Primary School, Elementary School, Secondary/High School

Monitored Countries :
United States