Reading proficiency and behavioural problems: a review of recent research

Abstract

The relationship between reading learning difficulties and emotional and behavioral difficulties (EBD) in school contexts concerns not only at parents and teachers, but also at researchers in order to establish evidence-based techniques and practices which help trigger changes in reading performance and behavioral outcomes. Four scientific publications in this field from the last four years will be linked and discussed. While three of them are systematic reviews and biblio-graphical synthesis, the fourth consists of a study on achievement motivation in different academic performances among three experimental groups (normal-control, ADHD and clinical DBD-control). Positive reading outcomes are observed in different reading interventions, especially in those that are multicomponent and group interventions. A significant lack of articles including behavioral measures is noticed, as well as the lack of consistent positive behavioral changes throughout scientific literature. Important is to broaden research in this specific field and to add behavioral components in reading interventions with EBD-identified students.