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The Relative Value of Reading Ability and IQ as Predictors of Teacher-Reported Behavior Problems

Warren R. Stanton is a research fellow and bio statistician at the Dunedin Multidisciplinary Health and Development Research Unit (DMHDRU). His research interests include cognitive development, the family environment, and smoking. Address: Warren R. Stanton, Dunedin Multidisciplinary Health and Development Research Unit, c/o Department of Paediatrics and Child Health, University of Otago, Medical School, P.O. Box 913, Dunedin, New Zealand.

Michael Feehan

Michael Feehan is a research fellow and clinical psychologist at the DMHDRU. His research interests involve the prediction and consequences of mental health disorders in childhood and adolescence.

Rob McGee

Rob McGee is a research fellow and deputy director of the DMHDRU. His research interests are childhood and adolescent mental health.

Phil A. Silva

Phil A. Silva is a Medical Research Council career fellow and director of the DMHDRU. His research interests include multidisciplinary aspects of human health and development, and he has published widely in these fields.

Measures of early family adversity, pre-school-age IQ, school-age IQ, and reading ability were obtained from 779 Dunedin children. The data were used to examine the role of reading ability in the relationship between intellectual performance and teacher-reported behavior problems. Results of regression analyses showed that family adversity and pre-school-age IQ predicted problem behavior during the first year at school. However, reading scores accounted for a larger proportion of the variance in the later behavior problem scores than did school-age IQ scores, and when reading ability was entered in the regression equation before IQ, then reading but not IQ significantly predicted change in problem behavior during the primary school years. The results indicated that the association between IQ scores and problem behavior was mediated by reading ability and that a measure of school-age IQ has limited usefulness for models of primary school-age problem behavior.

Journal of Learning Disabilities, Vol. 23, No. 8, 514-517 (1990)
DOI: 10.1177/002221949002300810


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