Peer problems are the only statistically significant predictor of reading comprehension scores among hyperactivity, conduct problems, and peer problems¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a multiple regression, peer problems significantly predicted reading comprehension (beta=-.309, p<.01), while the three-variable model explained 9.8% of variance. → Kaprea F Johnson 2013

Evidence¶

Kaprea F Johnson 2013¶

Kaprea F Johnson. (2013). The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v2i1.245

q3 · i? · associational · r1

Multiple regression analysis of 91 elementary students in an after-school program, using SDQ student-report subscales and the GORT-4 comprehension score. The model explained 9.8% of variance, F (3, 80) =2.88, p=.04, with "peer problems was the only statistically significant variable (beta= -.309, p<.01)". No standardized effect size is printed, so impact is null.

"The model with three independent variables (hyperactivity, conduct problems, and peer problems) explained 9.8% of the variance in re ading comprehension scores (see Table 1), F (3, 80) =2.88, p=.04. In the model, peer problems was the only statistically significant variable (beta= -.309, p<.01)."

Discussion¶

Related Claims¶

• Most students in the high reading comprehension group fall in the low externalizing behavior groups, most strongly for peer problems — related
• Hyperactivity and conduct problems were not statistically significant predictors of reading comprehension in this sample — possibly the same claim (merge candidate)
• Peer problems show a significant inverse correlation with reading comprehension (r = -.304) — related
• Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense — related
• Students with low peer problems score significantly higher in reading comprehension than students with high peer problems — possibly the same claim (merge candidate)