Difficulties in reading may precede depression and anxiety, especially for children from low-income families, report researchers from the University of Delaware and West Chester University of Pennsylvania.
A study of 105 children age four to 12 published in the March-April 2007 issue of the journal Child Development showed that children in reading remediation programs in fifth grade reported more emotional distress over the last two years. These children were further more likely to display "internalizing behaviors" including becoming withdrawn, anxious, depressed or inhibited.
Researchers believe these results may be linked to children's increased understanding of academic ability as they enter adolescence.
"Much research documents the common academic difficulties of economically disadvantaged children," according to Brian P. Ackerman, professor of psychology at the University of Delaware and lead author of the study. "Little is known, however, about the emotional impact of these difficulties and participation in remediation programs, or whether the impact changes with age."Our results suggest that such difficulties have special emotional significance for preadolescent children, but perhaps not for younger children, and that attending to the emotional impact could help prevent school disengagement for disadvantaged children."
Read more: Reading problems are emotionally difficult for disadvantaged children
ABSTRACT: Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
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