The Relationship Between Specific Reading Retardation, General Reading Backwardness and Behavioural Problems in a Large Sample of Dunedin Boys: A Longitudinal Study From Five to Eleven Years

Abstract

Parent and teacher reports of behaviour problems were obtained at ages 5, 7, 9 and 11 years for three groups of boys: specific reading retarded (N = 18), general reading backward (N = 22), and those with no severe reading disability (N = 436). At school entry, both groups of reading disabled boys were reported as having more behaviour problems, and the level of problems increased during their early school years. The results suggest that behaviour problems pre-date reading disability, while reading failure further exacerbates the existing problem behaviour.

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

“…This is important because there is evidence that academic deficits are more strongly associated with inattention symptoms than with hyperactivity-impulsivity (Fergusson & Horwood, 1995;McGee et al, 1986;Morrison, Mantzicopoulos, & Carte, 1989; Rabiner, Coie, & The Conduct Problems Prevention Research Group, 2000). Because the DSM-IV subtypes of ADHD are based on levels of inattention and hyperactivity-impulsivity, it is important to examine differences in academic achievement among the different subtypes of ADHD.…”

“…ADHD; Academic achievement; learning disabilities; anxiety; depression; longitudinal outcomes One of the serious difficulties faced by youth who meet criteria for attention-deficit/ hyperactivity disorder (ADHD) is poor academic achievement (DeShazo Barry, Lyman, & Grofer Klinger, 2002;DuPaul, McGoey, Eckert, & Vanbrakle, 2001;Faraone et al, 1993;Frick et al, 1991;Lonigan et al, 1999;McGee, Williams, Share, Anderson, & Silva, 1986;Rapport, Scanlan, & Denney, 1999;Zentall, Smith, Lee, & Wieczorek, 1994). Although academic difficulties are one of the primary justifications for treating ADHD, much remains to be learned about the nature of the academic deficits of children with ADHD.…”

Behavioural Difficulties That Co‐occur With Specific Word Reading Difficulties: A UK Population‐ Based Cohort Study

“…Some UK studies have examined the extent to which behavioural difficulties coexist with reading disability, but most, like the Isle of Wight study, were conducted some time ago (e.g. McGee, Williams, Share, Anderson, & Silva, 1986). Two more recent US studies have emphasized the phenomena of co‐occurrence.…”

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“…Here again, the most marked and persistent behavioral correlates of reading difficulties were identified in the disruptive/inattentive domain. At age 7, an anxious-fearful factor derived from teacher ratings showed no independent association with reading or verbal IQ scores once inattentiveness had been taken into account (McGee, Williams, Share, Anderson, & Silva, 1986), and poor reading boys showed no significant increases in worry-fearfulness relative to controls over the next 4 years. At age 13, however, both boys and girls with severe reading difficulties had higher scores on parentrated anxiety-withdrawal than controls (McGee, Share, Moffitt, Williams, & Silva, 1988).…”