Do Poor Readers Feel Angry, Sad, and Unpopular?

Scientific Studies of Reading

Volumn 16, Issue 4, 2012, Pages 360-381

  Morgan, Paul L ^a   Farkas, George ^b   Wu, Qiong ^c  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84863519904     PISSN: 10888438     EISSN: None     Source Type: Journal    
DOI: 10.1080/10888438.2011.570397     Document Type: Article

References (85)

1. Achenbach, T. M., McConaughy, S. H. and Howell, C. T. 1987. Child/adolescent behavioural and emotional problems: Implications of cross-informant correlations for situation specificity. Psychological Bulletin, 101: 213-232. doi:10.1037/0033 2909.101.2.213
2. Andreassen, A. B., Knivsberg, A. M. and Niemi, P. 2006. Resistant readers 8 months later: Energizing the student's learning milieu by targeted counseling. Dyslexia, 12: 115-133. doi:10.1002/dys.313
3. Aneshensel, C. S. 2002. Theory-based data analysis for the social sciences, Thousand Oaks, CA: Pine Forge Press.
4. Arnold, E. M., Goldston, D. B., Walsh, A. K., Reboussin, B. A., Daniel, S. S. and Hickman, E. 2005. Severity of emotional and behavioral problems among poor and typical readers. Journal of Abnormal Child Psychology, 33: 205-217. doi:10.1007/s10802-005-1828-9
5. Barkley, R. A., Fischer, M., Edelbrock, C. S. and Smallish, L. 1990. The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8-year prospective follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry, 29: 546-557. doi:10.1097/00004583-199007000-00007
6. Byrne, B. 1996. Measuring self-concept across the life span: Issues and instrumentation, Washington, DC: American Psychological Association. doi:10.1037/10197-000
7. Carroll, J. M., Maughan, B., Goodman, R. and Meltzer, H. 2005. Literacy difficulties and psychiatric disorders: Evidence of comorbidity. Journal of Child Psychology and Psychiatry, 46: 524-532. doi:10.1111/j.1469-7610.2004.00366.x
8. Case, L. D., Kimmick, G., Paskett, E. D., Lohman, K. and Tucker, R. 2002. Interpreting measures of treatment effect in cancer clinical trials. Oncologist, 7: 181-187. doi:10.1634/theoncologist.7-3-181
9. Catts, H. W., Fey, M. E., Zhang, X. and Tomblin, J. B. 2001. Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32: 38-50. doi:10.1044/0161-1461(2001/004)
10. Chapman, J. W. 1988. Learning disabled children's self-concepts. Review of Educational Research, 58: 347-371. doi:10.2307/1170259
11. Chapman, J. W. and Tunmer, W. E. 1995. Development of young children's reading self- concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87: 154-167. doi:10.1037//00 0663.87.1.154
12. Chapman, J. W. and Tunmer, W. E. 1997. A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67: 279-291.
13. Chapman, J. W., Tunmer, W. E. and Prochnow, J. E. 2000. Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92: 703-708. doi:10.1037/0022-0663.92.4.703
14. Chiu, M. M. and Klassen, R. M. 2010. Mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20: 2-17. doi:10.1016/j.learninstruc.2008.11.002
15. Cunningham, A. E. and Stanovich, K. E. 1991. Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83: 264-274. doi:10.1037/0022-0663.83.2.264
16. Daniel, S., Walsh, A., Goldston, D. B., Arnold, E., Reboussin, B. A. and Wood, F. B. 2006. Suicidality, school dropout, and reading problems among adolescents. Journal of Learning Disabilities, 39: 507-514. doi:10.1177/00222194060390060301
17. Deary, I. J., Strand, S., Smith, P. and Fernandes, C. 2007. Intelligence and educational achievement. Intelligence, 35: 13-21. doi:10.1016/j.intell.2006.02.001
18. Echols, L. D., West, R. W., Stanovich, K. E. and Zehr, K. S. 1996. Using children's literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. Journal of Educational Psychology, 88: 296-304. doi:10.1037/0022-0663.88.2.296
19. Ely, J. W., Dawson, J. D., Mehr, D. R. and Burns, T. L. 1996. Understanding logistic regression through example. Family Medicine, 28: 134-140.
20. Feil, E. G., Small, J. W., Forness, S. R., Serna, L. A., Kaiser, A., Hancock, T. B. and Lopez, M. L. 2005. Using different measures, informants, and clinical cut-off points to estimate prevalence of emotional or behavioral disorders in preschoolers: Effects on age, gender, and ethnicity. Behavioral Disorders, 30: 375-391.
21. Fleming, C. B., Harachi, T. W., Cortes, R. C., Abbott, R. D. and Catalano, R. F. 2004. Level and change in reading scores and attention problems during elementary school as predictors of problem behavior in middle school. Journal of Emotional and Behavioral Disorders, 12: 130-144. doi:10.1177/10634266040120030101
22. Gable R. K. (1998). Review of the Self-Description Questionnaire-I, II, III. In J. C. Impara & B. S. Plake (Eds.), 13th mental measurements yearbook http://ovidsp.tx.ovid.com.ezaccess.libraries.psu.edu/sp-2.3/ovidweb.cgi?&S=CLKBFPNHDCDD FMLJNCELHBGJBHDEAA00&Complete+Reference=S.sh.32%7c5%7c1 (Accessed: from).
23. Geary, D. C. 2004. Mathematics and learning disabilities. Journal of Learning Disabilities, 37: 4-15. doi:10.1177/00222194040370010201
24. Goldston, D. B., Walsh, A., Arnold, E. M., Rebossin, B, Daniel, S. S., Erkanli, A. and Wood, F. B. 2007. Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 46: 25-32. doi:10.1097/01.chi.0000242241.77302.f4
25. Gottfried, A. E. 1990. Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82: 525-538. doi:10.1037/0022-0663.82.3.525
26. Greenham, S. L. 1999. Learning disabilities and psychosocial adjustment: A critical review. Child Neuropsychology, 5: 171-196. doi:10.1076/chin.5.3.171.7335
27. Gresham, F. M., Lane, K. and Lambros, K. M. 2000. Comorbidity of conduct problems and ADHD: Identification of "fledgling psychopaths.". Journal of Emotional and Behavioral Disorders, 8: 83-93. doi:10.1177/106342660000800204
28. Gresham, F. M., MacMillan, D. L., Bocian, K. M., Ward, S. L. and Forness, S. R. 1998. Comorbidity of hyperactivity-impulsivity-inattention and conduct problems: Risk factors in social, affective, and academic domains. Journal of Abnormal Child Psychology, 26: 393-406. doi:10.1023/A:1021908024028
29. Griffiths, Y. M. and Snowling, M. J. 2002. Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis. Journal of Educational Psychology, 94: 34-43. doi:10.1037/0022-0663.94.1.34
30. Guthrie, J. T., Schafer, W. D. and Huang, C. 2001. Benefits of opportunity to read and balanced instruction on the NAEP. Journal of Educational Research, 94: 145-162. doi:10.1080/00220670109599912
31. Hinshaw, S. P. 1992. Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111: 127-155. doi:10.1037/0033-2909.111.1.127
32. Hulslander, J., Olson, R. K., Willcutt, E. G. and Wadsworth, S. J. 2010. Longitudinal stability of reading-related skills and their prediction to reading development. Scientific Studies of Reading, 14: 111-136. doi:10.1080/10888431003604058
33. Isonio, S. (1998). Review of the Self-Description Questionnaire-I, II, III. In J. C. Impara & B. S. Plake (Eds.), 13th Mental Measurements Yearbook http://ovidsp.tx.ovid.com.ezaccess.libraries.psu.edu/sp-2.3/ovidweb.cgi?&S=CLKBFPNHDCDD FMLJNCELHBGJBHDEAA00&Complete+Re ference=S.sh.32%7c5%7c1(Accessed: from).
34. Juel, C. 1988. Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80: 437-447. doi:10.1037/0022-0663.80.4.437
35. Kaplan, D. and Walpole, S. 2005. A stage-sequential model of reading transitions: Evidence from the Early Childhood Longitudinal Study. Journal of Educational Psychology, 97: 551-563. doi:10.1037/0022-0663.97.4.551
36. Keith, L. K. and Bracken, B. A. 1996. "Self-concept instrumentation: A historical and evaluative review". In Handbook of self-concept: Developmental, social, and clinical considerations, Edited by: Bracken, B. A. 91-170. Oxford, England: Wiley & Sons.
37. Kellam, S. G., Mayer, L. S., Rebok, G. W. and Hawkins, W. E. 1998. "Effects of improving achievement on aggressive behavior and of improving aggressive behavior on achievement through two preventative interventions. An investigations of causal paths". In Adversity, stress, and psychopathology, Edited by: Dohrenwend, B. P. 486-505. Oxford, England: Oxford University Press.
38. Kenny, D. 1979. Correlation and causality, New York, NY: Wiley.
39. Kessler, R. C. and Greenberg, D. F. 1981. Linear panel analysis: Models of quantitative change, New York, NY: Academic Press.
40. Konold, T. R., Juel, C., & McKinnon, M. (1999). Building an integrated model of early reading acquisition (Center for Improvement in Early Reading Achievement #1-1003) http://www.ciera.org/library/reports/inquiry-1/1-003/1-003.html(Accessed: from).
41. Landgren, M., Kjellman, B. and Gillberg, C. 2003. A school for all kinds of minds: The impact of neuropsychiatric disorders, gender and ethnicity on school-related tasks administered to 9--10 year old children. European Child and Adolescent Psychiatry, 12: 162-171. doi:10.1007/s00787-003-0336-0
42. Lane, K. L., Beebe-Frankenberger, M., Lambros, K. L. and Pierson, M. E. 2001. Designing effective interventions for children at-risk for antisocial behavior: An integrated model of components necessary for making valid inferences. Psychology in the Schools, 38: 365-379. doi:10.1002/pits.1025
43. Lepola, J. 2004. The role of gender and reading competence in the development of motivational orientations from kindergarten to grade 1. Early Education and Development, 15: 215-240. doi:10.1207/s15566935eed1502_5
44. Lepola, J., Salonen, P. and Vauras, M. 2000. The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade. Learning and Instruction, 10: 153-177. doi:10.1016/S0959-4752(99)00024-9
45. Liu, J. 2004. Childhood externalizing behavior: Theory and implications. Journal of Child and Adolescent Psychiatric Nursing, 17: 93-103. doi:10.1111/j.1744-6171.2004.tb00003.x
46. Lopes, J., Cruz, C. and Rutherford, R. B. 2002. The relationship of peer perceptions to student achievement and teacher ratings of 5th and 6th grade students. Education and Treatment of Children, 25: 476-495.
47. Lynam, D. R. 1998. Early identification of the fledgling psychopath: Locating the psychopathic child in the current nomenclature. Journal of Abnormal Psychology, 107: 566-575. doi:10.1037/0021-843X.107.4.566
48. Marsh, H. 1990. Self-Description Questionnaire manual, Campbelltown, Australia: University of Western Sydney, Macarthur.
49. Maughan, B., Rowe, R., Loeber, R. and Stouthammer-Loeber, M. 2003. Reading problems and depressed mood. Journal of Abnormal Child Psychology, 31: 219-229. doi:10.1023/ A:1022534527021
50. Mazzocco, M. M. M. and Myers, G. F. 2003. Complexities in identifying and defining mathematics learning disability in the primary school-age years. Annals of Dyslexia, 53: 218-253. doi:10.1007/s11881-003-0011-7
51. McGee, R., Williams, S., Share, D. L., Anderson, J. and Silva, P. A. 1986. The relationship between specific reading retardation, general reading backwardness and behavioral problems in a large sample of Dunedin boys: A longitudinal study from five to eleven years. Journal of Child Psychology and Psychiatry, 27: 597-610. doi:10.1111/j.1469- 7610.1986.tb00185.x
52. Morgan, P. L., Farkas, G., Tufis, P. A. and Sperling, R. A. 2008. Are reading and behavior problems risk factors for each other?. Journal of Learning Disabilities, 41: 417-436. doi:10.1177/ 0022219408321123
53. Morgan, P. L., Farkas, G. and Wu, Q. 2009. Kindergarten predictors of recurring externalizing and internalizing psychopathology in the third and fifth grades. Journal of Emotional and Behavioral Disorders, 17: 67-79. doi:10.1177/1063426608324724
54. Morgan, P. L., Fuchs, D., Compton, D. L., Cordray, D. S. and Fuchs, L. S. 2008. Does early reading failure decrease children's reading motivation?. Journal of Learning Disabilities, 41: 387-404. doi:10.1177/0022219408321112
55. National Center for Education Statistics. 2005a. Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K): Psychometric report for the third grade (NCES 2005-062), Washington, DC: U.S. Department of Education, Institute of Education Sciences.
56. National Center for Education Statistics. 2005b. Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K): Psychometric report for the fifth grade (NCES 2006-036), Washington, DC: U.S. Department of Education, Institute of Education Sciences.
57. National Center for Education Statistics. 2006. Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K): Combined user's manual for the ECLS-K fifth-grade data files and electronic codebooks (NCES 2006-032), Washington, DC: U.S. Department of Education, Institute of Education Sciences.
58. Nelson, J. R., Stage, S., Duppong-Hurley, K., Synhorst, L. and Epstein, M. H. 2007. Risk factors predictive of the problem behavior of children at risk for emotional and behavioral disorders. Exceptional Children, 73: 367-379.
59. Norwood, S. 2007. Validity of self-repots of psychopathology from children 4-11 years of age. Vulnerable Children and Youth Studies, 2: 89-99. doi:10.1080/17450120701403136
60. Orth, U., Robins, R. W., Trzesniewski, K. H., Maes, J. and Schmitt, M. 2009. Low self-esteem is a risk factor for depressive symptoms from young adulthood to old age. Journal of Abnormal Psychology, 118: 472-478. doi:10.1037/a0015922
61. Peng, C.-Y. J., Lee, K. L. and Ingersoll, G. 2002. An introduction to logistic regression analysis and reporting. Journal of Educational Research, 96: 1-14. doi:10.1080/00220670209598786
62. Pigott, R. L. and Cowen, E. L. 2000. Teacher race, child race, racial congruence, and teacher ratings of children's school adjustment. Journal of School Psychology, 38: 177-196. doi:10.1016/S0022-4405(99)00041-2
63. Rivera, M. O., Al-Otaiba, S. and Koorland, M. A. 2006. Reading instruction for students with emotional and behavioral disorders and at risk for antisocial behaviors in primary grades: Review of the literature. Behavioral Disorders, 31: 323-337.
64. Rourke, B. P. 1988. Socioemotional disturbances of learning disabled children. Journal of Consulting and Clinical Psychology, 56: 801-810. doi:10.1037/0022-006X.56.6.801
65. Rourke, B. P., Young, G. C. and Leenaars, A. A. 1989. A childhood learning disability that predisposes those afflicted to adolescent and adult depression and suicide risk. Journal of Learning Disabilities, 22: 169-175. doi:10.1177/002221948902200305
66. Rowe, K. J. and Rowe, K. S. 1992. The relationship between inattentiveness in the classroom and reading achievement (Part A): Methodological issues. Journal of the American Academy of Child & Adolescent Psychiatry, 31: 349-356. doi:10.1097/00004583-199203000-00025
67. Sanchez, K. S., Bledsoe, L. M., Sumabat, C. and Ye, R. 2004. Hispanic students' reading situations and problems. Journal of Hispanic Higher Education, 3: 50-63. doi:10.1177/1538192703259531
68. Schaeffer, C. M., Petras, H., Ialongo, N., Poduska, J. and Kellam, S. 2003. Modeling growth in boys' aggressive behavior across elementary school: Links to later criminal involvement, conduct disorder, and antisocial personality disorder. Developmental Psychology, 39: 1020-1035. doi:10.1037/0012-1649.39.6.1020
69. Senechal, M., LeFevre, J., Hudson, E. and Lawson, E. P. 1996. Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88: 520-536. doi:10.1037/0022-0663.88.3.520
70. Shadish, W. R., Cook, T. D. and Campbell, D. T. 2002. Experimental and quasi-experimental design for generalized causal inference, Boston, MA: Houghton-Mifflin.
71. Silverman, W. K. and Eisen, A. R. 1992. Age differences in the reliability of parent and child reports of child anxious symptomatology using a structured interview. Journal of the American Academy of Child and Adolescent Psychiatry, 31: 117-124. doi:10.1097/00004583-199201000-00018
72. Spear-Swerling, L. and Sternberg, R. J. 1994. The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27: 91-103. doi:10.1177/ 002221949402700204
73. Spira, E. G. and Fischel, J. E. 2005. The impact of preschool attention, hyperactivity, and impulsivity on social and academic development: A review. Journal of Child Psychology and Psychiatry, 46: 755-77. doi:doi; 10.1111/j.1469-7610.2005.01466.x
74. Sprague, J. R. and Walker, H. 2000. Early identification and intervention for youth with antisocial and violent behavior. Exceptional Children, 66: 367-379.
75. Stanovich, K. 1986. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21: 360-407. doi:10.1598/RRQ.21.4.1
76. Stormont, M. 2000. Early child risk factors for externalizing and internalizing behavior at a five year follow-forward assessment. Journal of Early Intervention, 23: 180-190. doi:10.1177/10538151000230030701
77. Tabachnick, B. A. and Fidel, L. S. 2006. Using multivariate statistics, 5th, New York, NY: Harper & Row.
78. Taylor, P. B., Gunter, P. L. and Slate, J. R. 2001. Teachers' perceptions of inappropriate student behavior as a function of teachers' and students' gender and ethnic background. Behavioral Disorders, 26: 146-151.
79. Thun, M. J., Apicella, L. F. and Henley, S. J. 2000. Smoking vs. other risk factors as the cause of smoking-attributable deaths: Confounding in the courtroom. Journal of the American Medical Association, 284: 706-712.
80. Trzesniewski, K. H., Moffitt, T. E., Caspi, A., Taylor, A. and Maughan, B. 2006. Revisiting the association between reading achievement and antisocial behavior: New evidence of an environmental explanation from a twin study. Child Development, 77: 72-88. doi:10.1111/j.1467-8624.2006.00857.x
81. Viljaranta, J., Lerkkanen, M.-K., Poikkeus, A.-M., Aunola, K. and Nurmi, J.-E. 2009. Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. Learning and Instruction, 19: 35-344. doi:10.1016/j.learninstruc.2008.06.011
82. Wehby, J. H., Falk, K. F., Barton-Arwood, S., Lane, K. L. and Cooley, C. 2003. The impact of comprehensive reading instruction on academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11: 225-238. doi:10.1177/10634266030110040401
83. White, J. L., Moffitt, T. E. and Silva, P. A. 1992. Neuropsychological and socio-emotional correlates of specific-arithmetic disability. Archives of Clinical Neuropsychology, 7: 1-16. doi:10.1016/0887-6177(92)90014-E
84. Woodcock, R. W., McGrew, K. S. and Werder, J. K. 1994. Woodcock-McGrew-Werder Mini-Battery of Achievement, Itasca, IL: Riverside.
85. Zimmerman, R. S., Khoury, E. L., Vega, W. A., Gil, A. G. and Warheit, G. J. 1995. Teacher and parent perceptions of behavior problems among a sample of African American, Hispanic, and non-Hispanic White students. American Journal of Community Psychology, 23: 181-197. doi:10.1007/BF02506935