Reading achievement was nearly unrelated to behavioral problems across primary school, with only two significant cross-lagged paths¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Only two significant cross-lagged paths emerged for reading (reading→emotional problems β = –0.12; hyperactivity→reading β = –0.07); reading was otherwise unaffected by behavior and did not affect it. → Kulakow 2023
Evidence¶
Kulakow 2023¶
Kulakow, S., Mahlau, K., & Kocaj, A. (2023). The longitudinal relationship between internalizing and externalizing behavioral problems with academic achievement in elementary school. https://osf.io/cyqak/?view_only=37eade9dd7c142e88fe9bef9451c125e
q3 · i? · associational · r2
In the reading-domain CLPM (N = 461), "Only two paths reached the significance level for the reading achievement domain", including reading at T1 predicting emotional problems at T2 (β = –0.12) and hyperactivity at T2 predicting reading (β = –0.07).
"Only two paths reached the significance level for the reading achievement domain. First, reading at T1 negatively predicted emotional problems at T2 (β = –0.12)"
Discussion¶
Related Claims¶
- Mathematics shows the most heterogeneous reciprocal pattern, with early reciprocal links to emotional problems and prosocial behavior and negative externalizing-to-math paths — related
- Cross-lagged effects between behavioral problems and achievement are sporadic and domain-dependent, not consistently reciprocal, across elementary school — a broader claim this one bears on
- Writing difficulties at the end of grade 1 predicted higher emotional problems, conduct problems, hyperactivity, and peer problems at the end of grade 2 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reading-achievement-unrelated-behavior-problems |
title |
Reading achievement was nearly unrelated to behavioral problems across primary school, with only two significant cross-lagged paths |
description |
Reading achievement was nearly unrelated to behavioral problems across primary school, with only two significant cross-lagged paths |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kulakow-2023 |
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