The relationship among students' reading performance, their classroom behavior, and teacher skills

References

• Allington, R. L., & Walmsley, S. A. (Eds.). (2007). No quick fix. Rethinking literacy programs in America's elementary schools. The RTI edition. Newark, DE: International Reading Association.
   Google Scholar
• Brokamp, S. K., Houtveen, A. A. M., & van de Grift, W. J. C. M. (2017). The relationship between reading problems and behavior problems in the classroom: A meta-analysis.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & Analysis Issues for Field Settings. Boston, MA: Houghton Mifflin.
   Google Scholar
• Cornwall, A., & Bawden, H. N. (1992). Reading disabilities and aggression: A critical review. Journal of Learning Disabilities, 25, 281–288. doi:10.1177/002221949202500503
   PubMed Web of Science ®Google Scholar
• Coyne, M. D., Kame'enui, E. J., & Simmons, D. C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research & Practice, 16, 62–73. doi:10.1111/0938-8982.00008
   Google Scholar
• Government of the Netherlands. (n.d.). Appropriate education at primary school. Retrieved from https://www.government.nl/topics/primary-education/contents/appropriate-education-at-primary-school
   Google Scholar
• Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. Christensen, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). New York, NY: Springer Science.
   Google Scholar
• Haager, D., Klingner, J., & Vaughn, S. (2007). Evidence-based reading practices for response to intervention. Baltimore, MD: Brookes.
   Google Scholar
• Hiebert, E. H. (Ed.). (2009). Reading more, reading better. New York, NY: Guilford Press.
   Google Scholar
• Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155. doi:10.1037/0033-2909.111.1.127
   PubMed Web of Science ®Google Scholar
• Houtveen, A. A. M., & Booij, N. (1994). Het meten van integrale leerlingenzorg: Adaptief onderwijs en schoolontwikkeling [The measurement of adaptive instruction and school development]. Utrecht, The Netherlands: Universiteit Utrecht, ISOR/ Onderwijsonderzoek.
   Google Scholar
• Houtveen, A. A. M., Brokamp, S. K., & van de Grift, W. J. C. M. (2014). What teacher behavior matters in improving reading performance? Paper presented at the Fourth Meeting of the EARLI SIG Educational Effectiveness conference, Southampton, UK.
   Google Scholar
• Houtveen, A. A. M., Brokamp, S. K., & Smits, A. E. H. (2012). Lezen, lezen, lezen! Achtergrond en evaluatie van het LeesInterventie-project voor Scholen met een Totaalaanpak (LIST) [Read, read, read! Background and evaluation of the reading intervention project for schools with a total approach (LIST)]. Utrecht, The Netherlands: Hogeschool Utrecht, Kenniscentrum Educatie van de Faculteit Educatie.
   Google Scholar
• Jongen, I., & Krom, R. (2009). DMT en AVI: AVI handleiding [DMT and AVI: AVI manual]. Arnhem, CA: Cito.
   Google Scholar
• Kuhn, M. R., & Schwanenflugel, P. J. (Eds.). (2008). Fluency in the classroom. New York, NY: Guilford Press.
   Google Scholar
• Malloy, J., Marinak, B., & Gambrell, L. B. (2010). Essential readings on motivation. Newark, DE: International Reading Organisation.
   Google Scholar
• National Reading Panel. (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development.
   Google Scholar
• Snijders, J. T., Tellegen, P. J., & Laros, J. A. (1988). Snijders-Oomen nietverbale intelligentietest SON-R 5.5–17. Verantwoording en handleiding [Snijders-Oomen non verbal intelligence test SON-R 5.5–17. Construction and validation]. Groningen, the Netherlands: Wolters-Noordhoff.
   Google Scholar
• Spira, E. G., & Fischel, J. E. (2005). The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: A review. Journal of Child Psychology and Psychiatry, 46, 755–773. doi:10.1111/j.1469-7610.2005.01466.x
   PubMed Web of Science ®Google Scholar
• van Doorn, F. (2000). Gedragslijst [Behavior questionnaire]. Amsterdam, the Netherlands: ABC.
   Google Scholar
• Vanderstaay, S. L. (2006). Learning from longitudinal research in criminology and the health sciences. Reading Research Quarterly, 41, 328–350. doi:10.1598/RRQ.41.3.2
   Web of Science ®Google Scholar