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ERIC Number: EJ1055142
Record Type: Journal
Publication Date: 2014-Jan
Pages: 5
Abstractor: As Provided
ISSN: ISSN-2324-805X
The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension
Johnson, Kaprea F.
Journal of Education and Training Studies, v2 n1 p98-102 Jan 2014
The impact of hyperactivity and peer relationships on academic achievement has long been highlighted in the professional literature. This study highlights how much variation in reading comprehension scores, an indicator of academic achievement, are accounted for by hyperactivity, conduct problems, and peer problems. The participants included 129 students in first through sixth grade in an urban school district in the Northeast. A multiple regression analysis was used to investigate the unique contributions of hyperactivity, peer relationships, and conduct problems on reading comprehension. Results indicated that increasing levels of peer problems were associated with decreasing reading comprehension scores.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test; Strengths and Difficulties Questionnaire
Grant or Contract Numbers: N/A