The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension

Authors

Kaprea F. Johnson, Old Dominion UniversityFollow

Document Type

Article

Publication Date

2014

DOI

10.11114/jets.v2i1.245

Publication Title

Journal of Education and Training Studies

Volume

2

Issue

1

Pages

98-102

Abstract

The impact of hyperactivity and peer relationships on academic achievement has long been highlighted in the professional literature. This study highlights how much variation in reading comprehension scores, an indicator of academic achievement, are accounted for by hyperactivity, conduct problems, and peer problems. The participants included 129 students in first through sixth grade in an urban school district in the Northeast. A multiple regression analysis was used to investigate the unique contributions of hyperactivity, peer relationships, and conduct problems on reading comprehension. Results indicated that increasing levels of peer problems were associated with decreasing reading comprehension scores.

Comments

This work is licensed under a Creative Commons Attribution 3.0 License.

ORCID

0000-0001-7127-3370 (Johnson)

Original Publication Citation

Johnson, K. F. (2014). The cumulative effect of hyperactivity and peer relationships on reading comprehension. Journal of Education and Training Studies, 2(1), 98-102. doi:10.11114/jets.v2i1.245

Repository Citation

Johnson, Kaprea F., "The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension" (2014). Counseling & Human Services Faculty Publications. 41.
https://digitalcommons.odu.edu/chs_pubs/41