Associations between teacher‐rated behavioral problems and reading difficulties? Interactions over time and halo effects

Associations between teacher‐rated behavioral problems and reading difficulties? Interactions over time and halo effects

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...

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Bibliographic Details
Published in:Journal of research in special educational needs Vol. 21; no. 4; pp. 368 - 380
Main Authors: Elies, Annica, Schabmann, Alfred, Schmidt, Barbara M.
Format: Journal Article
Language:English
Published: Oxford Wiley 01-10-2021
Blackwell Publishing Ltd
Subjects:
Behavior Problems
Classroom behaviour
Classrooms
co‐morbidity of behaviour and reading
Elementary School Students
Elementary School Teachers
Externalising behaviour
Grade 1
Halo effect
internalising behaviour
Morbidity
Positive Attitudes
reading
Reading Achievement
Reading Difficulties
Reading disabilities
Student Behavior
Teacher Attitudes
Teacher Evaluation
teacher ratings
Teacher Student Relationship
Teachers
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Summary: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.
ISSN:1471-3802
1471-3802
DOI:10.1111/1471-3802.12536