[Incidence of emotional problems and behavioral difficulties in school and correlation with reading and writing disorders: results of a longitudinal study].
As a part of a longitudinal study on reading development from the 2th to the 8th grade teachers ratings about behavior problems of school children and their emotional situation were assessed. Problems in motivation and concentration were reported most frequent. Comparing children with poor reading and spelling ability to children without deficits in reading and spelling, differences could be found. Poor readers and spellers showed more dissocial and disturbing classroom behavior. Nevertheless, those problems were as persistent as the problems reported for children, who did not show any reading and spelling difficulties, or increasing in nearly the same ratio over time. This results does not support the hypothesis, that behavior problems may occur as a consequence of learning difficulties.
Klicpera
C
C
Institut für Psychologie, Universität Wien.
Schabmann
A
A
D000293:Adolescent; D000342:Affective Symptoms / Q000453:epidemiology* / Q000523:psychology; D001317:Austria / Q000453:epidemiology; D002648:Child; D002653:Child Behavior Disorders / Q000453:epidemiology* / Q000523:psychology; D003430:Cross-Sectional Studies; D004410:Dyslexia / Q000453:epidemiology* / Q000523:psychology; D005260:Female; D006801:Humans; D015994:Incidence; D007859:Learning Disabilities / Q000453:epidemiology* / Q000523:psychology; D008137:Longitudinal Studies; D008297:Male; D014956:Writing
Die Häufigkeit von emotionalen Problemen und Verhaltensauffälligkeiten im Unterricht und der Zusammenhang mit Lese- und Rechtschreibschwierigkeiten: Ergebnisse einer Längsschnittuntersuchung.