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ERIC Number: EJ1150790
Record Type: Journal
Publication Date: 2017-Sep
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1053-8151
Internalizing Behaviors and Hyperactivity/Inattention: Consequences for Young Struggling Readers, and Especially Boys
Garwood, Justin D.; Varghese, Cheryl; Vernon-Feagans, Lynne
Journal of Early Intervention, v39 n3 p218-235 Sep 2017
Although evidence of negative associations between early literacy development and children's behavior problems exists, the field still lacks an understanding of the complicated links between these two areas. Children's gender has often not been included in much of the extant research as a potential moderating variable, yet gender differences may provide insights into the nuanced relationship between early literacy development and maladaptive behaviors. Results from the current study of 472 kindergarten and first-grade children suggested that compared with nonstruggling readers, teachers rated struggling readers as higher on internalizing behaviors and hyperactivity/inattention, but not externalizing behaviors, when accounting for children's socioeconomic status. Furthermore, higher levels of internalizing behaviors and hyperactivity/inattention in struggling readers predicted lower reading scores at the end of the school year across a variety of domains, but these negative effects were more prominent for young boys. Implications for early intervention are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement; Strengths and Difficulties Questionnaire
IES Funded: Yes
Grant or Contract Numbers: R305A100654