Which Risk Factors Predict the Basic Reading Skills of Children at Risk for Emotional and Behavioral Disorders?

Abstract

Multinomial stepwise logistic regression analyses were used to establish the most robust set of risk factors that would best predict low basic reading skills (i.e., a standard score less than 85 on the Woodcock Reading Mastery Test-Revised Basic Reading Skills cluster) of kindergarten and first-grade children at risk for emotional and behavioral disorders. Results showed that among the 11 risk factor domains considered, four were most predictive of low reading skills: demographic characteristics, childhood maladjustment, family functioning, and maternal depression. Within these four domains, the most robust set of individual risk factors were gender, history of psychiatric hospitalization, abusive to animals, and maternal depression. Results, limitations, and implications are discussed.

Improving Literacy for Students With Emotional and Behavioral Disorders: An Innovative Approach

“…Efficacy studies of phonological awareness (i.e., understanding of the structure of oral language) programs in beginning reading skills of elementary students with EBD document large effects (Benner et al, 2010; Nelson et al, 2005). The extant literature points to moderate-to-large effects for reading intervention studies (Benner et al, 2010; Nelson, Stage et al, 2008). Students with EBD respond to core, supplemental, and individualized curriculum programs, with positive impacts on engagement, motivation, and self-management skills (Conroy et al, 2008).…”

Reducing Risk for Emotional and Behavioral Disorders in Late Elementary School: A Comparison of Two Targeted Interventions

“…Early indicators of risk correspond with behavioral disorders in childhood and beyond (Webster-Stratton & Reid, 2003). One early indicator of future negative short- and long-term outcomes is early school failure, which predicts compounded mental health issues, problem behavior and peer problems, exclusionary discipline (suspension, expulsion), grade retention, substance abuse, arrest and adjudication, and school dropout (Crews et al, 2007; Nelson, Stage, Trout, Duppong-Hurley, & Epstein, 2008). Long-term negative school and postschool outcomes affect community and family structures negatively, and reactive interventions to address these effects are costly (Walker & Sprague, 1999).…”