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ERIC Number: EJ1043637
Record Type: Journal
Publication Date: 2014-Oct
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1471-3802
Inattention, Hyperactivity and Low Parental Education in Children with Conduct Problems and Poor Reading Skills
Kallitsoglou, Angeliki
Journal of Research in Special Educational Needs, v14 n4 p239-247 Oct 2014
Concerns over the poor reading performance of children with conduct problems are often expressed by their parents and teachers. In order to intervene effectively with these children, it is necessary to know what their difficulties are, both at school and at home. To date, there is still a lot of ambiguity in relation to the specific difficulties children with conduct problems and coexisting poor reading experience in important academic domains and in the family context. The aim of the present study was to compare the problems of attention and hyperactivity in the classroom and parental education in four groups of children: conduct problems only (CP); conduct problems and coexisting poor reading (CP-PR); poor reading only (PR); and a comparison group (COM). A sample of 2nd Grade Greek children (n = 113) was selected on the basis of the Conners' Teacher Rating Scale-28 (CTRS-28), Conduct Problems Scale and the Reading Ability Detection Test. The CTRS-28, Inattention and Hyperactivity scales and a brief questionnaire on parental education were used to assess attention, hyperactivity and level of parental education, respectively. The results showed that children with CP-PR were significantly more inattentive and hyperactive than the other groups of children. Their parents were also more likely to have spent fewer years in school than the parents of CP only and COM children. The earlier findings have implications for intervention planning and theoretical understanding of childhood conduct problems.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Identifiers - Assessments and Surveys: Conners Teacher Rating Scale
Grant or Contract Numbers: N/A