Relationship between reading, spelling and behavior disorders: A longitudinal study from kindergarten to the fourth grade of elementary school

Abstract

To clarify of the relationships between reading and spelling problems and emotional and behavior disorders, the development ofsocial adjustment was studied during the acquisition ofreading and spelling skills in the elementary grades (n = 219). At yearly intervals the achievement level in reading and spelling was ascertained and ratings of the social behavior by the kindergarten and school teachers, the parents, and the peers in the kindergarten group or the classroom were collected. The behavior and reading/spelling problems in school were preceded by similar problems in kindergarten. From the beginning there was a moderate association between the two areas which persisted overthe years at aboutthe same level. The stability ofthe problems increased overthe years in both areas. When the ratings ofthe kindergarten and the school teachers and ofthe other children are compared, it is evident that the social adjustment problems ofchildren with reading and spelling problems in the 4th grade had increased considerably since the kindergarten. This concemed not so much the rating ofhyperactivity and attentional problems and also not the rating of aggressive behavior and conduct disorder, but rather withdrawn behavior and victimization by fellow students.