An Examination of Problem Behaviors and Reading Outcomes in Kindergarten Students

Abstract

synthesis (2002) of 23 investigations examining characteristics of children who failed to respond to early literacy intervention identified nine studies that documented the co-occurrence of attention deficits and behavioral problems and inadequate response to early reading intervention. Likewise, Nelson and colleagues (2003) conducted a synthesis of the characteristics of young learners (preschool through third grade) associated with nonresponse to early reading intervention and found problem behavior to be among the strongest predictors of poor reading outcomes, with that strength of relation second only to rapid automatized naming. Both reviews highlighted a need for more research to examine the extent to which social behaviors may account for variance in reading outcomes. More recently, Morgan et al. (2008) investigated the degree to which reading and behavior problems were interrelated in a hypothesized bidirectional causal model. Using multilevel logistic regression modeling to quantify whether and to what degree one condition operated as a risk factor for another, they found that first-grade reading problems predicted thirdgrade problem behaviors, including acting out, withdrawing from classroom activities, poor self-control, and task avoidance. Conversely, with the exception of task engagement, none of their problem behavior measures (i.e., poor selfcontrol, poor interpersonal skills, externalizing problem behaviors, internalizing problem behaviors) predicted thirdgrade reading problems. AbstractThis study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly assigned to an early reading intervention program or school-determined comparison intervention. In both conditions, children received 30 minutes of small-group supplementary reading instruction for 21 weeks. Findings from multilevel modeling revealed many associations between problem behaviors and reading outcomes for children in both conditions. Interaction analyses indicated that explicit, code-based reading intervention moderated the negative impact of externalizing problem behavior on end-of-kindergarten measures of alphabet knowledge, phonemic blending, and word reading. This type of intensive systematic reading instruction also moderated the influence of hyperactivity on children's alphabet knowledge and phonemic blending. There were no moderator effects for internalizing problem behavior.

Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K

“…For instance, the nature and quality of instruction may influence the extent of problem behaviors' impact on learning outcomes (Hagan-Burke et al, 2011, 2013. There is also evidence that preschoolers with behavioral problems receive less instruction than their peers with more typical social behaviors (Arnold, 1997;Bracken & Fischell, 2007).…”

Investigating the relationship between social behaviors and phonological awareness in preschool children

“…Further, these children may withdraw from classroom activities, may internalize feelings of inadequacy, or may become disengaged, inattentive and easily distractible during learning moments (Hagan-Burke et al, 2011). A plausible explanation for the limited findings between poor literacy and negative behaviors in Kindergarten children likely relates to the fact that most children in Kindergarten are not yet reading.…”

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

“…Research suggests that reading deficits for many students with EBD are resistant to intervention and result from a complex relationship between the problem behaviors and reading achievement. For example, externalizing problem behaviors and inattention may predict student response to reading intervention (Nelson, Benner, & Gonzalez, ) and problem behaviors are associated with underachievement in reading (Hagan‐Burke et al, ). Furthermore, research suggests that poor readers display higher levels of internalizing and inattentive behaviors compared with competent readers, as indicated by teacher reports (J. D. Garwood, Varghese, & Vernon‐Feagans, ).…”