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The purpose of this study was to explore interactions among reading skill, problem behavior, and gender across elementary school. A 6-year, longitudinal study (N = 473) was conducted to identify the relations among these variables and change in relations from kindergarten to Grade 5. Students’ reading skills and levels of problem behavior were examined. Mixed model analyses of variance indicated no differences in reading skill by gender, but a significant gender interaction for problem behavior. Correlations by grade level showed weak, negative correlations between reading and behavior for female students and statistically significant, negative correlations for male students. Results did not support the need to differentiate reading instruction by gender but suggest that multimethod assessment of problem behavior would be beneficial for all students.

In this study, the authors explored the effect of prereading skills at the start of kindergarten and change in skills during kindergarten on response to Tier I (universal) Schoolwide Positive Behavior Support in Grade 5. A longitudinal data set of 473 students, including Dynamic Indicators of Basic Early Literacy Skills measures at the start, middle, and end of kindergarten and office discipline referrals in Grade 5, was used to determine whether reading skills at school entry or change in reading skills over the course of kindergarten were more predictive of chronic problem behavior in Grade 5. Results of logistic regression analyses indicated that low initial phonological awareness predicted problem behavior, but including skill growth in the model resulted in significantly improved and more accurate prediction. Results are discussed in terms of early screening and intervention and reducing risk for problem behavior through quality Tier I reading instruction in kindergarten.

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The purpose of this article is to describe the development and 10-year implementation of the effective behavior and instructional support model in a midsized northwestern Oregon school district. The district experienced a sustained reduction in students' discipline referral rates, an increase in the percentage of students on track for early reading benchmarks, and an improvement in special education evaluation of learning disabilities. These important outcomes were associated with the systematic integration of effective practices, including capacity building professional development, schoolwide positive behavior support, early literacy, early intervention, and special education evaluation and identification using student responsiveness to intervention. At school and district levels, a continuum of behavior and academic supports was established for all students, and specialized interventions were implemented for students struggling with behavior and/or academic challenges.