Klicpera C, Schabmann A
Institut für Psychologie, Universität Wien.
Prax Kinderpsychol Kinderpsychiatr. 1993 Dec;42(10):358-63.
As a part of a longitudinal study on reading development from the 2th to the 8th grade teachers ratings about behavior problems of school children and their emotional situation were assessed. Problems in motivation and concentration were reported most frequent. Comparing children with poor reading and spelling ability to children without deficits in reading and spelling, differences could be found. Poor readers and spellers showed more dissocial and disturbing classroom behavior. Nevertheless, those problems were as persistent as the problems reported for children, who did not show any reading and spelling difficulties, or increasing in nearly the same ratio over time. This results does not support the hypothesis, that behavior problems may occur as a consequence of learning difficulties.
作为一项从二年级到八年级阅读发展纵向研究的一部分，对教师关于学童行为问题及其情绪状况的评分进行了评估。动机和注意力方面的问题报告最为频繁。将阅读和拼写能力差的儿童与没有阅读和拼写缺陷的儿童进行比较，可以发现差异。阅读和拼写能力差的儿童表现出更多的反社会和扰乱课堂的行为。然而，这些问题与那些没有阅读和拼写困难的儿童所报告的问题一样持续存在，或者随着时间的推移以几乎相同的比例增加。这一结果不支持行为问题可能是学习困难所致的假设。
