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Development of Behavior Problems in Children with and without Specific Learning Disorders in Reading and Spelling from Kindergarten to Fifth Grade
Scientific Studies of Reading ( IF 4.200 ) Pub Date : 2019-07-15 , DOI: 10.1080/10888438.2019.1641504
Josefine Horbach 1 , Axel Mayer 2 , Wolfgang Scharke 1 , Stefan Heim 3, 4 , Thomas Günther 1, 5
Affiliation  

ABSTRACT

Previous studies have established the relationship between behavioral problems and specific learning disorders (SLD); however, the exact mechanism by which behavioral disorders impact SLD remains unclear. This longitudinal study used the Child Behavior Checklist (CBCL) to investigate how parents’ judgment of children’s behavioral problems changed from kindergarten to fifth grade in children diagnosed with or without specific learning disorders in reading and spelling (SLDrs) (N = 196). Growth component model analyses showed differential development of behavior problems between children with and without SLDrs. The groups did not differ before school entrance in externalizing behavior, internalizing behavior or any sub-scale of the CBCL. Parents reported their children with SLDrs as having higher overall levels of behavioral problems after school entrance, especially in first and fourth grade. Comorbid ADHD appears to be the explanatory factor of differential problem behavior ratings between children with and without SLDrs.



中文翻译:

从幼儿园到五年级的阅读和拼写有和没有特殊学习障碍的儿童的行为问题的发展

摘要

先前的研究已经建立了行为问题与特定学习障碍(SLD)之间的关系;然而,行为障碍影响SLD的确切机制仍不清楚。这项纵向研究使用儿童行为清单(CBCL)来调查父母对儿童行为问题的判断从幼儿园到五年级如何从被诊断为有或没有特定学习障碍的孩子的阅读和拼写(SLD rs)改变(N = 196)。生长成分模型分析显示有和没有SLD rs的儿童之间行为问题的差异发展。入学前,各组在外部行为,内部行为或CBCL的任何子量表方面没有差异。父母报告子女患有SLDRS作为入学后有行为问题的更高的总体水平,尤其是在第一和第四级。合并症多动症似乎是有和没有SLD rs的儿童之间差异性问题行为等级的解释因素。

更新日期:2019-07-15
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