Associations between Teacher-Rated Behavioral Problems and Reading Difficulties? Interactions over Time and Halo Effects

Autor/inn/en	Elies, Annica; Schabmann, Alfred; Schmidt, Barbara M.
Titel	Associations between Teacher-Rated Behavioral Problems and Reading Difficulties? Interactions over Time and Halo Effects
Quelle	In: Journal of Research in Special Educational Needs, 21 (2021) 4, S.368-380 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidt, Barbara M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12536
Schlagwörter	Student Behavior; Behavior Problems; Teacher Attitudes; Reading Difficulties; Teacher Student Relationship; Positive Attitudes; Elementary School Students; Elementary School Teachers; Grade 1; Reading Achievement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Lehrerverhalten; Reading difficulty; Leseschwierigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Leseleistung
Abstract	Associations between reading difficulties and problem behaviours in the classroom have been discussed controversially since the 1970s. The present paper investigates the influence of reading performance on teacher ratings of behavioural problems while taking into account behavioural autocorrelations and teacher halo effects. Teachers rated reading (in the middle of the school year) and behaviour (at the beginning and end of the school year) for a sample of 171 first-grade students. In addition, the students' reading performance was objectively assessed via a standardised test at the end of first grade. The results showed that the effect of reading problems on classroom behaviour is heavily affected by autocorrelational and halo effects. After controlling for the interaction between teachers' ratings of reading and behaviour, objectively measured reading performance had only a marginal direct effect on behaviour (as rated by teachers). Therefore, we argue that findings from the literature on the co-morbidity of behaviour and reading may be affected by similar (halo) effects, causing the effect of reading difficulties on classroom behaviour to be overestimated. Co-morbidities reported in the study should be closely examined with respect to their 'methodological composition' in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01