Abstract
This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7 years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11 years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population‐based sample of children (n = 12 631) was conducted using linear regression models.There were 284 children (2.2%) identified with SWRD at age 7 years. Children with SWRD had significantly higher scores on all measures of behavioural difficulties in unadjusted analysis. SWRD was associated with elevated behavioural difficulties at age 11 years according to parent report, and with greater emotional problems, hyperactivity and conduct issues according to teachers, even after having controlled for baseline difficulties. These results were replicated for children with low reading attainment, but no cognitive ability discrepancy. Categories of special educational need into which children with SWRD were classed at school were varied.Given high rates of co‐occurring behavioural difficulties, assessment that identifies each individual child's specific functional, rather than categorical, difficulties is likely to be the most effective way of providing classroom support. © 2015 The Authors. Dyslexia published by John Wiley & Sons Ltd.
Highlights
It has long been recognized that reading difficulties often co-occur with a range of other developmental disorders (Fawcett, 2012)
It was a version of this discrepancy definition that Rutter and Yule (1975) used in their influential UK study of specific reading retardation amongst children in the Isle of Wight. These authors applied a cutoff point of 2 standard deviations below prediction of reading ability to large populations of 10 year old readers in two different socioeconomic regions of the UK. They found that 3.9% and 9.9% of children fell into the category of specific reading retardation (Berger, Yule, & Rutter, 1975), little different from current UK prevalence estimates of between 3% and 10% cited by Snowling and Hulme (2012)
To meet the second objective, we examined the proportion of children with specific word reading difficulties (SWRD) with a diagnosis autism spectrum disorder (ASD) and/or attention deficit hyperactivity disorder (ADHD)
Summary
It has long been recognized that reading difficulties often co-occur with a range of other developmental disorders (Fawcett, 2012). It was a version of this discrepancy definition that Rutter and Yule (1975) used in their influential UK study of specific reading retardation amongst children in the Isle of Wight These authors applied a cutoff point of 2 standard deviations below prediction of reading ability to large populations of 10 year old readers in two different socioeconomic regions of the UK. They found that 3.9% (mixed rural area) and 9.9% (deprived inner city area) of children fell into the category of specific reading retardation (Berger, Yule, & Rutter, 1975), little different from current UK prevalence estimates of between 3% and 10% cited by Snowling and Hulme (2012)
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