Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2—Developmental Trajectories and Bullying Involvement in Grade 3

References

• Arnold, E. M., Goldston, D. B., Walsh, A. K., Reboussin, B. A., Daniel, S. S., Hickman, E., & Wood, F. B. (2005). Severity of emotional and behavioral problems among poor and typical readers. Journal of Abnormal Child Psychology, 33(2), 205–217. doi:10.1007/s10802-005-1828-9
   PubMed Web of Science ®Google Scholar
• Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: A nationally representative cohort study. Pediatrics, 118(1), 130–138. doi:10.1542/peds.2005-2388
   PubMed Web of Science ®Google Scholar
• Askell-Williams, H., & Cefai, C. (2014). Australian and Maltese teachers’ perspectives about their capabilities for mental health promotion in school settings. Teaching and Teacher Education, 40, 61–72. doi:10.1016/j.tate.2014.02.003
   Web of Science ®Google Scholar
• Baumeister, A. L., Storch, E. A., & Geffken, G. R. (2008). Peer victimization in children with learning disabilities. Child and Adolescent Social Work Journal, 25(1), 11–23. doi:10.1007/s10560-007-0109-6
   Google Scholar
• Beitchman, J. H., & Young, A. R. (1997). Learning disorders with a special emphasis on reading disorders: A review of the past 10 years. Journal of the American Academy of Child & Adolescent Psychiatry, 36(8), 1020–1032. doi:10.1097/00004583-199708000-00009
   PubMed Web of Science ®Google Scholar
• Bennett, K. J., Brown, K. S., Boyle, M., Racine, Y., & Offord, D. (2003). Does low reading achievement at school entry cause conduct problems? Social Science & Medicine, 56(12), 2443–2448. doi:10.1016/S0277-9536(02)00247-2
   PubMed Web of Science ®Google Scholar
• Bergman, L. R., & Andersson, H. (2010). The person and the variable in developmental psychology. Zeitschrift Für Psychologie/Journal of Psychology, 218(3), 155–165. doi:10.1027/0044-3409/a000025
   Web of Science ®Google Scholar
• Bergman, L. R., Magnusson, D., & El-Khouri, B. (2003). Studying individual development in an interindividual context : A person-oriented approach (Vol. 4, pp. 3–35). Mahwah, N.J: Lawrence Erlbaum Associates.
   Google Scholar
• Bus, A. G., & van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91(3), 403–414. doi:10.1037/0022-0663.91.3.403
   Web of Science ®Google Scholar
• Carroll, J. M., Maughan, B., Goodman, R., & Meltzer, H. (2005). Literacy difficulties and psychiatric disorders: Evidence for comorbidity. Journal of Child Psychology and Psychiatry, 46(5), 524–532. doi:10.1111/j.1469-7610.2004.00366.x
   PubMed Web of Science ®Google Scholar
• Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65–83. doi:10.1037/a0020149
   Web of Science ®Google Scholar
• Dahle, A. E., Knivsberg, A.-M., & Andreassen, A. B. (2011). Coexisting problem behaviour in severe dyslexia. Journal of Research in Special Educational Needs, 11(3), 162–170. doi:10.1111/j.1471-3802.2010.01190.x
   Google Scholar
• Dwyer, S. B., Nicholson, J. M., & Battistutta, D. (2006). Parent and teacher identification of children at risk of developing internalizing or externalizing mental health problems: A comparison of screening methods. Prevention Science, 7(4), 343–357. doi:10.1007/s11121-006-0026-5
   PubMed Web of Science ®Google Scholar
• Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel’s meta-analysis. Reading Research Quarterly, 36(3), 250–287. doi:10.2307/748111
   Web of Science ®Google Scholar
• Estell, D. B., Farmer, T. W., Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J. (2008). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18(2), 136–150. doi:10.1007/s10826-008-9214-1
   Web of Science ®Google Scholar
• Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child development. Psychological Bulletin, 139(6), 1342–1396. doi:10.1037/a0031808
   PubMed Web of Science ®Google Scholar
• Farrington, D. P., Gaffney, H., Lösel, F., & Ttofi, M. M. (2017). Systematic reviews of the effectiveness of developmental prevention programs in reducing delinquency, aggression, and bullying. Aggression and Violent Behavior, 33, 91–106. doi:10.1016/j.avb.2016.11.003
   Web of Science ®Google Scholar
• Fink, E., Deighton, J., Humphrey, N., & Wolpert, M. (2015). Assessing the bullying and victimisation experiences of children with special educational needs in mainstream schools: Development and validation of the bullying behaviour and experience scale. Research in Developmental Disabilities, 36, 611–619. doi:10.1016/j.ridd.2014.10.048
   Web of Science ®Google Scholar
• Fleming, C. B., Harachi, T. W., Cortes, R. C., Abbott, R. D., & Catalano, R. F. (2004). Level and change in reading scores and attention problems during elementary school as predictors of problem behavior in middle school. Journal of Emotional and Behavioral Disorders, 12(3), 130–144. doi:10.1177/10634266040120030101
   Web of Science ®Google Scholar
• Glew, G. M., Fan, M.-Y., Katon, W., Rivara, F. P., & Kernic, M. A. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatrics & Adolescent Medicine, 159(11), 1026–1031. doi:10.1001/archpedi.159.11.1026
   PubMed Web of Science ®Google Scholar
• Goodman, A., Lamping, D. L., & Ploubidis, G. B. (2010). When to use broader internalising and externalising subscales instead of the hypothesised five subscales on the strengths and difficulties questionnaire (SDQ): Data from British parents, teachers and children. Journal of Abnormal Child Psychology, 38(8), 1179–1191. doi:10.1007/s10802-010-9434-x
   PubMed Web of Science ®Google Scholar
• Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. doi:10.1111/j.1469-7610.1997.tb01545.x
   PubMed Web of Science ®Google Scholar
• Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337–1345. doi:10.1097/00004583-200111000-00015
   PubMed Web of Science ®Google Scholar
• Goodman, R., & Scott, S. (1999). Comparing the strengths and difficulties questionnaire and the child behavior checklist: Is small beautiful? Journal of Abnormal Child Psychology, 27(1), 17–24. doi:10.1023/A:1022658222914
   PubMed Web of Science ®Google Scholar
• Hakkarainen, A., Holopainen, L., & Savolainen, H. (2013). Mathematical and reading difficulties as predictors of school achievement and transition to secondary education. Scandinavian Journal of Educational Research, 57(5), 488–506. doi:10.1080/00313831.2012.696207
   Web of Science ®Google Scholar
• Halonen, A., Aunola, K., Ahonen, T., & Nurmi, J.-E. (2006). The role of learning to read in the development of problem behaviour: A cross-lagged longitudinal study. British Journal of Educational Psychology, 76(3), 517–534. doi:10.1348/000709905X51590
   PubMedGoogle Scholar
• Häyrinen, T., Serenius-Sirve, S., Korkman, M., Ekebom, U.-M., Kivelä, A., Lassander, P., & Repokari, R. (1999). Lukilasse: Lukemisen, kirjoittamisen ja laskemisen seulontatestistö peruskoulun ala-asteen luokille 1-6. Helsinki, Finland: Psykologien kustannus.
   Google Scholar
• Hellendoorn, J., & Ruijssenaars, W. (2000). Personal experiences and adjustment of Dutch adults with dyslexia. Remedial and Special Education, 21(4), 227–239. doi:10.1177/074193250002100405
   Web of Science ®Google Scholar
• Humphrey, N., & Mullins, P. M. (2002). Self-concept and self-esteem in developmental dyslexia. Journal of Research in Special Educational Needs, 2(2). doi:10.1111/j.1471-3802.2002.00163.x
   Google Scholar
• Ingesson, S. G. (2007). Growing up with dyslexia: Interviews with teenagers and young adults. School Psychology International, 28(5), 574–591. doi:10.1177/0143034307085659
   Web of Science ®Google Scholar
• Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112(6), 1231–1237. doi:10.1542/peds.112.6.1231
   PubMed Web of Science ®Google Scholar
• Kärnä, A., Voeten, M., Little, T. D., Alanen, E., Poskiparta, E., & Salmivalli, C. (2013). Effectiveness of the KiVa antibullying program: Grades 1–3 and 7–9. Journal of Educational Psychology, 105(2), 535–551. doi:10.1037/a0030417
   Web of Science ®Google Scholar
• Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: Grades 4-6: Evaluation of KiVa antibullying program. Child Development, 82(1), 311–330. doi:10.1111/j.1467-8624.2010.01557.x
   PubMed Web of Science ®Google Scholar
• Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Mäki, H., & Poskiparta, E. (2002). Learning difficulties, social intelligence, and self–Concept: Connections to bully–Victim problems. Scandinavian Journal of Psychology, 43(3), 269–278. doi:10.1111/1467-9450.00295
   PubMed Web of Science ®Google Scholar
• Kempe, C., Gustafson, S., & Samuelsson, S. (2011). A longitudinal study of early reading difficulties and subsequent problem behaviors: Early reading difficulties. Scandinavian Journal of Psychology, 52(3), 242–250. doi:10.1111/j.1467-9450.2011.00870.x
   PubMed Web of Science ®Google Scholar
• Kiuru, N., Lerkkanen, M.-K., Niemi, P., Poskiparta, E., Ahonen, T., Poikkeus, A.-M., & Nurmi, J.-E. (2013). The role of reading disability risk and environmental protective factors in students’ reading fluency in grade 4. Reading Research Quarterly, 48(4), 349–368. doi:10.1002/rrq.53
   Web of Science ®Google Scholar
• Kiuru, N., Poikkeus, A.-M., Lerkkanen, M.-K., Pakarinen, E., Siekkinen, M., Ahonen, T., & Nurmi, J.-E. (2012). Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection. Learning and Instruction, 22(5), 331–339. doi:10.1016/j.learninstruc.2011.12.003
   Web of Science ®Google Scholar
• Koskelainen, M., Sourander, A., & Kaljonen, A. (2000). The strengths and difficulties questionnaire among finnish school-aged children and adolescents. European Child & Adolescent Psychiatry, 9(4), 277–284. doi:10.1007/s007870070031
   PubMed Web of Science ®Google Scholar
• Lee, E. J., & Bukowski, W. M. (2012). Co-development of internalizing and externalizing problem behaviors: Causal direction and common vulnerability. Journal of Adolescence, 35(3), 713–729. doi:10.1016/j.adolescence.2011.10.008
   PubMed Web of Science ®Google Scholar
• Lerkkanen, M.-K., Ahonen, T., & Poikkeus, A.-M. (2011). The development of reading skills and motivation and identification of risk at school entry. In M. Veisson, E. Hujala, P. K. Smith, M. Waniganayake, & E. Kikas (Eds.), Global perspectives in early childhood education: Diversity, challenges and possibilities (pp. 237–258). Frankfurt am Main, Germany: Peter Lang.
   Google Scholar
• Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., Poskiparta, E., Siekkinen, M., & Nurmi, J.-E. (2006-2016). The first steps study [Alkuportaat]. Finland: University of Jyväskylä, University of Turku, and University of Eastern Finland.
   Google Scholar
• Lim, H. J., & Kim, J. (2011). A longitudinal study of children’s social behaviors and their causal relationship to reading growth. Asia Pacific Education Review, 12(2), 197–213. doi:10.1007/s12564-010-9124-y
   Web of Science ®Google Scholar
• Lindeman, J. (1998). ALLU-Ala-asteen lukutesti [ALLU – Reading test for primary school]. university of Turku. Finland: The Center for Learning Research.
   Google Scholar
• Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767–778. doi:10.1093/biomet/88.3.767
   Web of Science ®Google Scholar
• Lubke, G. H., & Muthén, B. (2005). Investigating population heterogeneity with factor mixture models. Psychological Methods, 10(1), 21–39. doi:10.1037/1082-989X.10.1.21
   PubMed Web of Science ®Google Scholar
• Luciano, S., & Savage, R. S. (2007). Bullying risk in children with learning difficulties in inclusive educational settings. Canadian Journal of School Psychology, 22(1), 14–31. doi:10.1177/0829573507301039
   Google Scholar
• Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1–14. doi:10.1007/s11881-003-0001-9
   Web of Science ®Google Scholar
• Lyytinen, H., Erskine, J., Hämäläinen, J., Torppa, M., & Ronimus, M. (2015). Dyslexia—Early identification and prevention: Highlights from the Jyväskylä longitudinal study of dyslexia. Current Developmental Disorders Reports, 2(4), 330–338. doi:10.1007/s40474-015-0067-1
   PubMedGoogle Scholar
• McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471–490. doi:10.1016/j.ecresq.2006.09.003
   Web of Science ®Google Scholar
• McIntosh, K., Sadler, C., & Brown, J. A. (2012). Kindergarten reading skill level and change as risk factors for chronic problem behavior. Journal of Positive Behavior Interventions, 14(1), 17–28. doi:10.1177/1098300711403153
   Web of Science ®Google Scholar
• McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36(4), 363–381. doi:10.1177/00222194030360040701
   PubMed Web of Science ®Google Scholar
• Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322–352. doi:10.1037/a0026744
   PubMed Web of Science ®Google Scholar
• Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other? Journal of Learning Disabilities, 41(5), 417–436. doi:10.1177/0022219408321123
   PubMed Web of Science ®Google Scholar
• Morgan, P. L., Farkas, G., & Wu, Q. (2012). Do poor readers feel angry, sad, and unpopular? Scientific Studies of Reading, 16(4), 360–381. doi:10.1080/10888438.2011.570397
   PubMed Web of Science ®Google Scholar
• Mugnaini, D., Lassi, S., La Malfa, G., & Albertini, G. (2009). Internalizing correlates of dyslexia. World Journal of Pediatrics, 5(4), 255–264. doi:10.1007/s12519-009-0049-7
   PubMed Web of Science ®Google Scholar
• Muthén, B. O., & Muthén, L. K. (1998-2015). Mplus user’s guide (7th ed). Los Angeles, CA: Muthén & Muthén. Retrieved from https://www.statmodel.com/download/usersguide/MplusUserGuideVer_7.pdf
   Google Scholar
• Nabuzoka, D. (2003). Teacher ratings and peer nominations of bullying and other behaviour of children with and without learning difficulties. Educational Psychology, 23(3), 307–321. doi:10.1080/0144341032000060147
   Google Scholar
• Nabuzoka, D., & Smith, P. K. (1993). Sociometric status and social behaviour of children with and without learning difficulties. Journal of Child Psychology and Psychiatry, 34(8), 1435–1448. doi:10.1111/j.1469-7610.1993.tb02101.x
   PubMed Web of Science ®Google Scholar
• Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19(2), 221–242. doi:10.1111/j.1467-9507.2009.00539.x
   Web of Science ®Google Scholar
• Niemi, P., Nurmi, J.-E., Lyyra, A.-L., Lerkkanen, M.-K., Lepola, J., Poskiparta, E., & Poikkeus, A.-M. (2011). Task avoidance, number skills and parental learning difficulties as predictors of poor response to instruction. Journal of Learning Disabilities, 44(5), 459–471. doi:10.1177/0022219411410290
   PubMed Web of Science ®Google Scholar
• Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63(1), 427–452. doi:10.1146/annurev-psych-120710-100431
   PubMed Web of Science ®Google Scholar
• Olweus, D. (1996). The Revised Olweus Bully/Victim Questionnaire. Research Center for Health Promotion (HEMIL Center). Bergen, Norway: University of Bergen.
   Google Scholar
• Olweus, D. (1999). Sweden. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: A cross-national perspective (pp. 2–27). London & New York: Routledge.
   Google Scholar
• Parhiala, P., Torppa, M., Eklund, K., Aro, T., Poikkeus, A.-M., Heikkilä, R., & Ahonen, T. (2015). Psychosocial functioning of children with and without dyslexia: A follow-up study from ages four to nine. Dyslexia, 21(3), 197–211. doi:10.1002/dys.1486
   PubMed Web of Science ®Google Scholar
• Richardson, D., & Hiu, C. F. (2016). Global data on the bullying of school-aged children. In Ending the torment: Tackling bullying from the schoolyard to cyberspace. New York: United Nations.
   Google Scholar
• Roberts, G. J., Solis, M., Ciullo, S., McKenna, J. W., & Vaughn, S. (2015). Reading interventions with behavioral and social skill outcomes: A synthesis of research. Behavior Modification, 39(1), 8–42. doi:10.1177/0145445514561318
   PubMed Web of Science ®Google Scholar
• Rönkä, A., Kinnunen, U., & Pulkkinen, L. (2001). Continuity in problems of social functioning in adulthood: A cumulative perspective. Journal of Adult Development, 8(3), 161–171. doi:10.1023/A:1009590223686
   Web of Science ®Google Scholar
• Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114–130. doi:10.1177/0741932510361247
   Web of Science ®Google Scholar
• Rutter, M. (1979). Protective factors in children’s responses to stress and disadvantage. Annals of the Academy of Medicine, 8, 324–338.
   PubMedGoogle Scholar
• Rutter, M. (1981). Stress, coping and development: Some issues and some questions*. Journal of Child Psychology and Psychiatry, 22(4), 323–356. doi:10.1111/j.1469-7610.1981.tb00560.x
   PubMed Web of Science ®Google Scholar
• Sameroff, A. J. (2006). Identifying risk and protective factors for healthy child development. In A. Clarke-Stewart & J. Dunn (Eds.), Families count: Effect on child and adolescent development (pp. 53–76). New York, NY: Cambridge University Press.
   Google Scholar
• Saylor, C. F., & Leach, J. B. (2009). Perceived bullying and social support in students accessing special inclusion programming. Journal of Developmental and Physical Disabilities, 21(1), 69–80. doi:10.1007/s10882-008-9126-4
   Web of Science ®Google Scholar
• Singer, E. (2005). The strategies adopted by Dutch children with dyslexia to maintain their self-esteem when teased at school. Journal of Learning Disabilities, 38, 411–423. doi:10.1177/00222194050380050401
   PubMed Web of Science ®Google Scholar
• Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29(3), 239–268. doi:10.1002/ab.10047
   Web of Science ®Google Scholar
• Sourander, A., & Helstelä, L. (2005). Childhood predictors of externalizing and internalizing problems in adolescence. European Child & Adolescent Psychiatry, 14(8), 415–423. doi:10.1007/s00787-005-0475-6
   PubMed Web of Science ®Google Scholar
• Torppa, M., Georgiou, G. K., Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., & Nurmi, J.-E. (2016). Examining the simple view of reading in a transparent orthography: A longitudinal study from kindergarten to grade 3. Merrill-Palmer Quarterly, 62(2), 179–206. doi:10.13110/merrpalmquar1982.62.2.0179
   Web of Science ®Google Scholar
• Trzesniewski, K. H., Moffitt, T. E., Caspi, A., Taylor, A., & Maughan, B. (2006). Revisiting the association between reading achievement and antisocial behavior: New evidence of an environmental explanation from a twin study. Child Development, 77(1), 72–88. doi:10.1111/j.1467-8624.2006.00857.x
   PubMed Web of Science ®Google Scholar
• Turunen, T., Poskiparta, E., & Salmivalli, C. (2017). Are reading difficulties associated with bullying involvement? Learning and Instruction, 52(Supplement C), 130–138. doi:10.1016/j.learninstruc.2017.05.007
   Google Scholar
• Undheim, A. M., Lydersen, S., & Kayed, N. S. (2016). Do school teachers and primary contacts in residential youth care institutions recognize mental health problems in adolescents? Child and Adolescent Psychiatry and Mental Health, 10, 19. doi:10.1186/s13034-016-0109-4
   PubMed Web of Science ®Google Scholar
• Vaillancourt, T., Brittain, H. L., McDougall, P., & Duku, E. (2013). Longitudinal links between childhood peer victimization, internalizing and externalizing problems, and academic functioning: Developmental cascades. Journal of Abnormal Child Psychology, 41(8), 1203–1215. doi:10.1007/s10802-013-9781-5
   PubMed Web of Science ®Google Scholar
• Viljaranta, J., Kiuru, N., Lerkkanen, M.-K., Silinskas, G., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Patterns of word reading skill, interest and self-concept of ability. Educational Psychology, 37(6), 712–732. doi:10.1080/01443410.2016.1165798
   Web of Science ®Google Scholar
• Walsh, S., & Cosma, A. (2016). Bullying: Being bullied and bullying others. In J. Inchley, D. Currie, T. Young, O. Samdal, T. Torsheim, L. Augustson, & V. Barnekow (Eds.), (HBSC) study—International report from the 2013/2014 survey (pp. 197–205). Copenhagen, Denmark: World Health Organization Regional Office for Europe.
   Google Scholar
• Wang, W., Vaillancourt, T., Brittain, H. L., McDougall, P., Krygsman, A., Smith, D., … Hymel, S. (2014). School climate, peer victimization, and academic achievement: Results from a multi-informant study. School Psychology Quarterly, 29(3), 360–377. doi:10.1037/spq0000084
   PubMed Web of Science ®Google Scholar
• Willcutt, E. G., & Pennington, B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal of Child Psychology and Psychiatry, 41(8), 1039–1048. doi:10.1111/1469-7610.00691
   PubMed Web of Science ®Google Scholar
• Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of Child Psychology and Psychiatry, 41(8), 989–1002. doi:10.1111/jcpp.2000.41.issue-8
   PubMed Web of Science ®Google Scholar
• Yang, A., Li, X., & Salmivalli, C. (2016). Maladjustment of bully-victims: Validation with three identification methods. Educational Psychology, 36(8), 1390–1407. doi:10.1080/01443410.2015.1015492
   Web of Science ®Google Scholar
• Zhang, X., Koponen, T., Räsänen, P., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (2014). Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge. Child Development, 85(3), 1091–1107. doi:10.1111/cdev.12173
   PubMed Web of Science ®Google Scholar