A1 Refereed original research article in a scientific journal
Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2 - Developmental Trajectories and Bullying Involvement in Grade 3
Authors: Tiina Turunen, Noona Kiuru, Elisa Poskiparta, Pekka Niemi, Jari-Erik Nurmi
Publisher: Routledge
Publication year: 2019
Journal: Scientific Studies of Reading
Journal name in source: Scientific Studies of Reading
Volume: 23
Issue: 2
First page : 161
Last page: 177
Number of pages: 17
ISSN: 1088-8438
eISSN: 1532-799X
DOI: https://doi.org/10.1080/10888438.2018.1497036
Web address : https://www.tandfonline.com/doi/full/10.1080/10888438.2018.1497036
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/35695633
School bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish children (M age = 7 years 2 months at the beginning of the study), developmental profiles were identified using mixture modeling based on reading skills, as well as externalizing and internalizing problems. In Grade 3, one fifth of the students were involved in bullying as victims, bullies, or bully/victims. Poor readers with externalizing/internalizing problems were most involved as bullies and bully/victims but not as victims. Average readers with externalizing/internalizing problems were also involved in bullying, whereas students with only reading difficulties were not. Skilled readers displayed little externalizing/internalizing problems and were not involved in bullying.
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