Teach Effectively!

Disadvantaged children who read poorly appear to be likely to develop internalizing behavior problems during the later elementary years, according to a study reported in Child Development by Brian Ackerman (University of Delaware, US) and colleagues. Although it is not the case when they are younger, by the time they reach fifth grade, children from lower socio-economic situations who have reading problems are more likely than their peers to have their teachers report that they have withdrawn behavior, somatic complaints, and anxious-depressed behavior.
Continue reading ‘Reading-internalizing connection’