Posted June 12, 2018 08:00:15 A new study published in the journal Child Development found that kids who have trouble reading or writing, even after learning to read, are far more likely to have behavioral problems as adults.
The study was conducted by Dr. Daniel A. Raff, director of the Child Development Research Laboratory at Emory University.
Roff said, “For kids with reading and writing difficulties, we need to provide better, more tailored programs to make it easier for them to engage in reading and learning activities.”
Dr. Raf said the goal of the study was to determine if the lack of language skills in kids was related to the way they were being treated in schools.
The researchers wanted to see if the kids were getting more help from their school system than they were getting from their homes.
They wanted to find out if kids were being placed in schools that weren’t teaching them how to read or write, or if there was a pattern of failure and then a return to school.
“We wanted to understand if kids in the school system weren’t getting the support they needed, and if the failure was the same across the board,” said Dr. Alyssa Riff, a senior researcher with the Children’s Health Program at the Childrens Hospital of Philadelphia.
“If there was an underutilized opportunity, if there wasn’t the resources that we could help kids get access to, we would see this pattern.”
The researchers used data from more than 13,000 kids in New York City who had participated in the program for over four years.
They also used data on more than 16,000 children in Colorado, Maryland, Virginia and Wisconsin.
The children who were placed in private school also participated.
The researchers looked at how children who had difficulties in reading, writing or social skills fared on tests of reading, math and verbal fluency.
They found that those kids who had trouble reading were three times more likely than other kids to have problems on the tests.
They also found that in a study in Texas, the kids who were tested by their teachers were more than twice as likely to fall behind than the students who had no teacher experience.
Children who had difficulty in reading were also more likely (by about 10 percentage points) to have poor academic performance, less-than-stellar academic performance and lower grades than kids who didn’t have difficulties.
The research showed that students who were put in private schools were also three times as likely as other kids in Texas to have low academic scores and to have lower grades.
They also had worse test scores than kids in schools where the teachers had no experience in reading or math.
The authors said the findings suggest that parents who are trying to provide a nurturing environment for their children, especially kids who are learning to learn, should pay attention to the learning needs of their children.
More to come.