The relation between reading and externalizing behavior: a correlational meta-analysis.

Autor: Pickren SE; Department of Special Education, Vanderbilt University, Nashville, TN, USA. Sage.pickren@gmail.com., Torelli JN; Department of Communication Sciences and Special Education, University of Georgia, Athens, GA, USA., Miller AH; Department of Special Education, Vanderbilt University, Nashville, TN, USA., Chow JC; Department of Special Education, Vanderbilt University, Nashville, TN, USA.
Jazyk: angličtina
Zdroj: Annals of dyslexia [Ann Dyslexia] 2024 Jul; Vol. 74 (2), pp. 158-186. Date of Electronic Publication: 2024 Jun 29.
DOI: 10.1007/s11881-024-00307-w
Abstrakt: Reading proficiency is important because it has life-long consequences and influences success in other academic areas. Many students with behavior problems are poor readers and many students with learning disabilities have more behavior problems than their typical peers. We conducted a correlational meta-analysis to examine the association between reading and externalizing behavior in students ages 5-12. We identified 33 studies that reported 88 effect sizes. Using a random-effects linear regression model with robust variance estimation, we found a significant, negative correlation (r= -0.1698, SE = 0.01, p < 0.0001) between reading and externalizing behavior. We tested several moderators related to measurement and sample characteristics. We found that rater type, behavior dimension (e.g., aggression), time between longitudinal measurement points, age of the sample, and percentage male of the sample moderated the relation between reading and behavior. Whether the reading assessment measured comprehension or word reading and socioeconomic status of the sample did not moderate the relation. Understanding the association between reading and externalizing behavior has implications for disability identification and intervention practices for children in elementary school. Future research should examine shared cognitive factors and environmental influences that explain the relation between the constructs.
(© 2024. The Author(s).)
Databáze: MEDLINE
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