The purpose of the study was to assess early literacy skills and examine the presence and stability of challenging behaviors across the critical threshold of the kindergarten school year. Students’ (n = 337) literacy performance (letter sound fluency, word attack, and phonological awareness) and challenging behaviors (teacher ratings of inattention/hyperactivity, mood/affect, and defiance/aggression) were measured in the fall and spring. Changes in student behaviors were classified as (a) Elevated Stable, (b) Average Stable, (c) Increased, or (d) Decreased, based on the relation of scores to normative and clinical cutpoints and to changes observed from fall to spring. Students’ literacy growth patterns varied by type of behavior. In terms of defiance/aggression, students classified as Decreased demonstrated the strongest growth. By contrast, the level of challenging behavior was most relevant for inattention/hyperactivity, and behavioral stability was most relevant for mood/affect. After describing major implications, limitations and directions for future research are discussed.

中文翻译：

---

有阅读风险的幼儿园儿童的挑战性行为和并发早期识字增长的普遍性和稳定性

该研究的目的是评估早期识字技能，并检查跨幼儿园学年临界阈值的挑战性行为的存在和稳定性。在秋季和春季测量了学生 (n = 337) 的识字表现（字母发音流畅性、单词攻击和语音意识）和具有挑战性的行为（教师对注意力不集中/多动、情绪/情绪和反抗/攻击性的评分）。根据分数与规范和临床临界点的关系以及从秋季到春季观察到的变化，学生行为的变化被分类为 (a) 升高稳定、(b) 平均稳定、(c) 增加或 (d) 减少。学生的识字增长模式因行为类型而异。在反抗/攻击性方面，归类为减少的学生表现出最强劲的增长。相比之下，挑战行为的水平与注意力不集中/多动最相关，行为稳定性与情绪/情绪最相关。在描述了主要影响之后，讨论了未来研究的局限性和方向。