Reading Achievement of Students Identified as Behaviorally Disordered at the Secondary Level

Abstract

This study investigates the manner in which reading achievement at the elementary level relates to the development of behavioral disorders at the secondary level. Selected were 90 students in grades 7 through 12; 45 had been identified as behaviorally disordered only at the secondary level and 45 were normal students. Significant relationships were found between behavioral disorders and early reading achievement (grades 3, 4, and 5) and current reading achievement (grades 7 and 9). A significant and increasing discrepancy in reading achievement was obtained between groups. Results support the interpretation that a pattern of relatively poor reading achievement is associated with behavioral disorders and continuing, poor performance in reading at the secondary level. Findings are discussed in reference to an attributional model of achievement behavior and the development of interventions that account for teachers' and behaviorally disordered students' attributions for performance.