Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2—Developmental Trajectories and Bullying Involvement in Grade 3

AbstractResearch on twin-singleton differences in externalizing and internalizing problems in childhood is largely cross-sectional and yields contrasting results. The goal of this study was to compare developmental trajectories of externalizing and internalizing problems in 6- to 12-year-old twins and singletons. Child Behavior Checklist (CBCL) maternal reports of externalizing and internalizing problems were obtained for a sample of 9651 twins from the Netherlands Twin Register and for a representative general population sample of 1351 singletons. Latent growth modeling was applied to estimate growth curves for twins and singletons. Twin-singleton differences in the intercepts and slopes of the growth curves were examined. The developmental trajectories of externalizing problems showed a linear decrease over time, and were not significantly different for twins and singletons. Internalizing problems seem to develop similarly for twins and singletons up to age 9. After this age twins' internalizing symptoms start to decrease in comparison to those of singletons, resulting in less internalizing problems than singletons by the age of 12 years. Our findings confirm the generalizability of twin studies to singleton populations with regard to externalizing problems in middle and late childhood. The generalizability of studies on internalizing problems in early adolescence in twin samples should be addressed with care. Twinship may be a protective factor in the development of internalizing problems during early adolescence.

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Involvement of Social and Cognitive Factors in Reading Skills of Boys and Girls: A Comparative Study

Review of Economics and Development Studies ◽

10.47067/reads.v6i1.192 ◽

2020 ◽

Vol 6 (1) ◽

pp. 147-152

Author(s):

Ammara Farukh ◽

Masroor Sibtain ◽

Hafiz Muhammad Qasim ◽

Asma Kashif Shahzad

Keyword(s):

Comparative Study ◽

Reading Skills ◽

Word Reading ◽

Literacy Skills ◽

The Other ◽

Cognitive Factors ◽

Physical Maturation ◽

The Difference ◽

Grade 3 ◽

A Minor

It has been a controversial issue to ascertain whether girls have an advantage in literacy skills over boys or not. There are studies showing a minor or no lead of girls in literacy skills (White, 2007). On the other hand, several studies described better literacy skills in girls than boys (Ready, LoGerfo, Burkam& Lee, 2005; Coley, 2001). Reasons like differences in biology,cognitive and physical maturation (Leinhardt, Seewald & Engel, 1979) are given to explain these differences. In this study, 8-9 years 66 grade 3 children were tested on loud reading tasks in both Urdu and English.The children were extracted from a bigger sample which participated in a previous study. In the present study, we used 3-word lists (words of mixed difficulty, pseudo-words, and easy frequent words) in both Urdu and English (3+3). A t-test was run to see the difference of performance on all word reading tasks by girls, and boys. The girls scored higher than boys on all Urdu and English tasks, except pseudo-words in Urdu where the difference was not significant whereas a tendency towards significance could be seen. The results presented evidence in favour of the advantage (cognitive or social) of girls over boys of the same age and grade.

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Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school

PLoS ONE ◽

10.1371/journal.pone.0249112 ◽

2021 ◽

Vol 16 (3) ◽

pp. e0249112

Author(s):

Tiina Turunen ◽

Elisa Poskiparta ◽

Christina Salmivalli ◽

Pekka Niemi ◽

Marja-Kristiina Lerkkanen

Keyword(s):

Middle School ◽

Reading Fluency ◽

Internalizing Problems ◽

Reading Skills ◽

Academic Support ◽

Poor Reading ◽

Bullying Perpetration ◽

Externalizing And Internalizing Problems ◽

Comprehension Skills ◽

Fluency And Comprehension

Students with poor reading skills and reading difficulties (RDs) are at elevated risk for bullying involvement in elementary school, but it is not known whether they are at risk also later in adolescence. This study investigated the longitudinal interplay between reading skills (fluency and comprehension), victimization, and bullying across the transition from elementary to middle school, controlling for externalizing and internalizing problems. The sample consists of 1,824 students (47.3% girls, T1 mean age was 12 years 9 months) from 150 Grade 6 classrooms, whose reading fluency and comprehension, self-reported victimization and bullying, and self-reported externalizing and internalizing problems were measured in Grades 6, 7, and 9. Two cross-lagged panel models with three time-points were fitted to the data separately for reading fluency and comprehension. The results indicated that poorer fluency and comprehension skills in Grade 6 predicted bullying perpetration in Grade 7, and poorer fluency and comprehension skills in Grade 7 predicted bullying perpetration in Grade 9. Neither fluency nor comprehension were longitudinally associated with victimization. The effects of reading skills on bullying perpetration were relatively small and externalizing problems increased the risk for bullying others more than poor reading skills did. However, it is important that those who struggle with reading get academic support in school throughout their school years, and social support when needed.

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Reading Longer Words: Insights Into Multisyllabic Word Reading

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig1.86 ◽

2017 ◽

Vol 2 (1) ◽

pp. 86-94 ◽

Cited By ~ 2

Author(s):

Lindsay Heggie ◽

Lesly Wade-Woolley

Keyword(s):

Systematic Approach ◽

Word Reading ◽

Explicit Instruction ◽

Working Memory Capacity ◽

Reading Difficulties ◽

Instructional Programs ◽

Morphological Knowledge ◽

Morphological Complexity ◽

Reading Accuracy ◽

Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

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