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Relation between Reading Problems and Internalizing Behavior in School for Preadolescent Children from Economically Disadvantaged Families

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Ackerman, Brian P.; Izard, Carroll E.; Kobak, Roger; Brown, Eleanor D.; Smith, Clare – Child Development, 2007

This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The…

Descriptors: Economically Disadvantaged, Grade 5, Grade 3, Disadvantaged Youth

The Relations between Contextual Risk, Earned Income, and the School Adjustment of Children from Economically Disadvantaged Families

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Ackerman, Brian P.; Brown, Eleanor D.; Izard, Carroll E. – Developmental Psychology, 2004

This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of children from economically disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for…

Descriptors: Economically Disadvantaged, Elementary School Students, Student Adjustment, Behavior Problems

The Relations between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School

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Ackerman, Brian P.; Brown, Eleanor D.; Izard, Carroll E. – Developmental Psychology, 2004

Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family…

Descriptors: Elementary School Students, Poverty, Behavior Problems, Student Behavior