NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ790594
Record Type: Journal
Publication Date: 2008-Mar
Pages: 20
Abstractor: Author
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0270-2711
Striking Differences: The Impact of Moderate and High Trauma on Reading Achievement
Duplechain, Rosalind; Reigner, Ronald; Packard, Abbot
Reading Psychology, v29 n2 p117-136 Mar 2008
This study explored the relationship between childhood traumatic exposure, such as violence and loss of a significant other, and reading achievement. With a sample of 163 urban elementary children (grades 2-5), the impact of traumatic events on 3 years of reading scores was examined. Results suggested that violence exposure had an adverse effect on reading scores and that there was a striking difference between students who experienced moderate exposure as compared to students with high exposure. However, both groups of students experienced a significant decrease in reading achievement. Discussion of these findings proposes an explanation for why reading achievement might be adversely affected by traumatic exposure and gives suggestions for teachers to utilize with those students identified as having been exposed to traumatic events. (Stress Questionnaire is appended. Contains 8 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A