TY - JOUR
T1 - Do Poor Readers Feel Angry, Sad, and Unpopular?
AU - Morgan, Paul L.
AU - Farkas, George
AU - Wu, Qiong
PY - 2012/7
Y1 - 2012/7
N2 - We investigated whether being poorly skilled in reading contributes to children's reported feelings of anger, distractibility, anxiety, sadness, loneliness, and social isolation. Data were analyzed from a longitudinal subsample of children (N = 3,308) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort. Multilevel logistic regression analyses indicated that poor readers in third grade were about twice as likely to consider themselves as angry, distractible, sad, lonely, and unpopular in fifth grade as those who had not been poor readers in third grade. Being poorly skilled in mathematics increased children's risk of feeling sad or lonely but not of feeling angry, distractible, or unpopular. The results provide additional empirical evidence that reading failure contributes to generalized socioemotional maladjustment in young children.
AB - We investigated whether being poorly skilled in reading contributes to children's reported feelings of anger, distractibility, anxiety, sadness, loneliness, and social isolation. Data were analyzed from a longitudinal subsample of children (N = 3,308) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort. Multilevel logistic regression analyses indicated that poor readers in third grade were about twice as likely to consider themselves as angry, distractible, sad, lonely, and unpopular in fifth grade as those who had not been poor readers in third grade. Being poorly skilled in mathematics increased children's risk of feeling sad or lonely but not of feeling angry, distractible, or unpopular. The results provide additional empirical evidence that reading failure contributes to generalized socioemotional maladjustment in young children.
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U2 - 10.1080/10888438.2011.570397
DO - 10.1080/10888438.2011.570397
M3 - Article
C2 - 26180489
AN - SCOPUS:84863519904
SN - 1088-8438
VL - 16
SP - 360
EP - 381
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 4
ER -