Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-lagged Panel Design and Population-based Sample.
Third-grade reading and math gaps forecast fifth-grade behavior troubles, so fix academics early to prevent behavior plans later.
01Research in Context
What this study did
Yu-Chu et al. (2013) tracked the same kids from third to fifth grade. They looked at reading scores, math scores, and teacher ratings of behavior problems.
The team used a cross-lagged design. This let them see which third-grade problems predicted fifth-grade troubles.
What they found
Kids who struggled with reading or math in third grade were more likely to show behavior problems by fifth grade. Poor task management skills in third grade also predicted later reading failure.
The link was strongest from academics to behavior, not the other way around.
How this fits with other research
Allison (1976) showed that token systems boost both math performance and on-task behavior. Yu-Chu et al. (2013) adds that early math weakness can forecast later behavior issues, so catching math gaps early may prevent both problems.
Yoder et al. (1981) used the Good Behavior Game to cut disruptive library behavior. The new data say academic deficits can brew first, so blending reading help with the Game could give stronger protection.
Reiss et al. (1982) taught kids to match their words and actions, lifting both behavior and some academics. Yu-Chu et al. (2013) now show the road runs both ways: weak self-management predicts reading failure, while weak reading predicts behavior failure.
Why it matters
If a third grader you serve reads below grade level, do not wait for behavior problems to appear. Add brief daily reading fluency drills or peer tutoring now. The same goes for math: five extra minutes of facts practice today may save you from bigger behavior plans next year. Track both academics and behavior on the same graph so you spot the early warning signs the study flags.
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02At a glance
03Original abstract
We examined three questions. First, do reading difficulties increase children's risk of behavior difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using a sample of 9,324 children followed from third to fifth grade as they participated in a nationally representative dataset, conducting multilevel logistic regression modeling and including statistical control for many potential confounds. Results indicated that poor readers in third grade were significantly more likely to display poor task management, poor self-control, poor interpersonal skills, internalizing behavior problems, and externalizing behavior problems in fifth grade (odds ratio [OR] range = 1.30 - 1.57). Statistically controlling for a prior history of reading difficulties, children with poor mathematics skills in third grade were also significantly more likely to display poor task management, poor interpersonal skills, internalizing behavior problems, and reading difficulties in fifth grade (OR range = 1.38 - 5.14). In contrast, only those children exhibiting poor task management, but not other types of problem behaviors, in third grade were more likely to be poor readers in fifth grade (OR = 1.49).
Behavioral disorders, 2013 · doi:n/a