Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden.
Scand J Psychol. 2011 Jun;52(3):242-50. doi: 10.1111/j.1467-9450.2011.00870.x. Epub 2011 Feb 18.
It is generally believed that early academic failure in school develops into a downward spiral of negative motivational and behavioral consequences. In this study, children with reading difficulties were compared with typical readers on questionnaires measuring ADHD symptoms and other behavior problems such as withdrawn symptoms, somatic complaints, anxiety/depression, social problems, and aggression. The results revealed that reading difficulties and problem behaviors appear more independent of each other rather than problem behaviors being a consequence of reading failure. In addition, gender differences were negligible when examining the relationship between reading difficulties and subsequent problem behavior. Some implications for special education and intervention are suggested.
人们普遍认为，学校早期学业失败会导致消极的动机和行为后果的恶性循环。在这项研究中，阅读困难的儿童与典型阅读者在测量 ADHD 症状和其他行为问题（如退缩症状、躯体抱怨、焦虑/抑郁、社会问题和攻击行为）的问卷上进行了比较。结果表明，阅读困难和行为问题似乎彼此相对独立，而不是行为问题是阅读失败的结果。此外，当研究阅读困难与随后的行为问题之间的关系时，性别差异可以忽略不计。研究结果对特殊教育和干预提出了一些启示。
