This article develops a rationale for a three-dimensional model of nonintellectual behavior of children and supports the rationale with a review of relevant theoretical and empirical work. Dimensions derived from a cluster analysis of the Pupil Behavior Rating Scale support the conceptual model by defining an adaptation and an interpersonal and an intrapersonal dimension. The adaptation and intrapersonal dimensions made important contributions to both first-and second-grade reading performance even when the effects of sex, socioeconomic status, and ethnic status were controlled. Implications for beginning reading instruction are discussed.

No abstract