阅读问题和行为问题会互为风险因素吗？
Are reading and behavior problems risk factors for each other?
作者信息
Morgan Paul L, Farkas George, Tufis Paula A, Sperling Rayne A
机构信息
Pennsylvania State University, Department of Educational Psychology, School Psychology, and Special Education, Pennsylvania State University, University Park, PA 16802, USA.
出版信息
J Learn Disabil. 2008 Sep-Oct;41(5):417-36. doi: 10.1177/0022219408321123.
Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. They also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.
研究了两个问题。第一，一年级有阅读问题的儿童在三年级时更有可能出现行为问题吗？第二，一年级有行为问题的儿童在三年级时更有可能出现阅读问题吗？作者通过使用多层次逻辑回归模型来分析来自幼儿园儿童纵向研究（ECLS-K）的数据，对这两个问题进行了探究。在对一系列潜在的混杂因素进行统计控制后，他们发现一年级有阅读问题的儿童在三年级时显著更有可能表现出任务参与度低、自我控制能力差、外化行为问题和内化行为问题。他们还发现，一年级时任务参与度低的儿童在三年级时更有可能出现阅读问题。总体而言，这些发现表明，最有效的干预类型可能是那些同时针对阅读问题和以任务为重点的行为问题的干预措施。
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