Reading and Emotional-Behavioural Development in Finnish Children: A Longitudinal Study of Associations
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| Title: | Reading and Emotional-Behavioural Development in Finnish Children: A Longitudinal Study of Associations |
|---|---|
| Language: | English |
| Authors: | Serje Robidoux (ORCID |
| Source: | Reading and Writing: An Interdisciplinary Journal. 2025 38(5):1359-1382. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Foreign Countries, Reading Skills, Correlation, Emotional Problems, Behavior Problems, Reading Fluency, Grade 1, Anxiety, Depression (Psychology), Preschool Children, Preadolescents, Child Development, Gender Differences, Attention Deficit Disorders, Elementary School Students, Reading Difficulties, Reading Achievement, Aggression, Hyperactivity, Interpersonal Competence |
| Geographic Terms: | Finland |
| DOI: | 10.1007/s11145-024-10559-y |
| ISSN: | 0922-4777 1573-0905 |
| Abstract: | Poor reading has been linked to negative outcomes on a wide range of emotional-behavioural dimensions in children. However, little is known about the time course of these associations. In this study we analyse data from a sample of Finnish children (N = 199; 106 boys) which included measures of reading fluency in grade 1 (age 7 or 8), and emotional (anxiety, depression, and somatization) and behavioural (adaptability, aggression, attention, atypicality, hyperactivity, social skills, and withdrawal) development at ages 4, 5, 6 (pre-school) and 9 (school-aged). In a series of stepwise regression models that controlled for non-verbal IQ and family risk for dyslexia, we tested if pre-school emotional-behavioural measures were associated with school-aged reading fluency, and whether school-aged reading fluency was associated with later emotional-behavioural development. We also tested if these associations were moderated by reported gender. Consistent with previous longitudinal studies, we found that poorer attention before school was associated with poorer reading in the early school years which in turn was associated with higher levels of anxiety and inattention in children in middle school. None of these associations were moderated by gender. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470159 |
| Database: | ERIC |
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