Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 399

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children

Miles, Sarah B, Stipek, Deborah·2006·Child Development
DOI 10.1111/j.1467-8624.2006.00859.x
Open this paper in CoChat — free account

Abstract

This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1111/j.1467-8624.2006.00859.x

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 2 references

Research works printed but not linked: 73

  1. Achenbach, 1983, Manual for the child behavior checklist and revised child behavior profile
  2. Adams, 1999, Problems of behaviour, reading, and arithmetic, British Journal of Educational Psychology, 69, 571, 10.1348/000709999157905 · DOI
  3. Agostin, 1997, Predicting early school success with developmental and social skills screeners, Psychology in the Schools, 34, 219, 10.1002/(SICI)1520-6807(199707)34:3<219::AID-PITS4>3.0.CO;2-J · DOI · Paper page
  4. Arnold, 1997, Co-occurrence of externalizing behavior problems and emergent academic difficulties in young high-risk boys, Journal of Applied Developmental Psychology, 18, 317, 10.1016/S0193-3973(97)80003-2 · DOI
  5. August, 2001, An integrated components preventive intervention for aggressive elementary school children, Journal of Consulting and Clinical Psychology, 69, 614, 10.1037/0022-006X.69.4.614 · doi:10.1037/0022-006x.69.4.614 · Paper page
  6. Ayllon, 1974, Eliminating discipline problems by strengthening academic performance, Journal of Applied Behavioral Analysis, 7, 71, 10.1901/jaba.1974.7-71 · DOI · Paper page
  7. Baker, 1998, The social context of school satisfaction among urban, low-income, African-American students, School Psychology Quarterly, 13, 25, 10.1037/h0088970 · DOI
  8. Baron, 1986, The moderator-mediator variable distinction in social psychological research, Journal of Personality and Social Psychology, 51, 1173, 10.1037/0022-3514.51.6.1173 · DOI · Paper page
  9. Berger, 1975, Attainment and adjustment in two geographical areas, British Journal of Psychiatry, 126, 510, 10.1192/bjp.126.6.510 · DOI
  10. Berkowitz, 1968, The study of urban violence, American Behavioral Scientist, 11, 14, 10.1177/000276426801100405 · DOI
  11. Berkowitz, 1978, Whatever happened to the frustration-aggression hypothesis?, American Behavioral Scientist, 21, 691, 10.1177/000276427802100505 · DOI · Paper page
  12. Birch, 1998, Children's interpersonal behaviors and the teacher-child relationship, Developmental Psychology, 34, 934, 10.1037/0012-1649.34.5.934 · DOI · Paper page
  13. Blechman, 1993, Aggressive, depressive, and prosocial coping with affective challenges in early adolescence, Journal of Early Adolescence, 13, 361, 10.1177/0272431693013004002 · DOI
  14. Brendgen, 2005, Examining genetic and environmental effects on social aggression, Child Development, 76, 930, 10.1111/j.1467-8624.2005.00887.x · DOI
  15. Byren, 1998, Structural equation modeling with LISERL, PRELIS and SIMPLIS: Basic concepts, applications, and programming
  16. Buss, 1963, Physical aggression in relation to different frustrations, Journal of Abnormal and Social Psychology, 67, 1, 10.1037/h0040505 · DOI · Paper page
  17. Cadigan, 1988, First-grade retention among low achieving students, Merrill-Palmer Quarterly, 34, 71
  18. Caprara, 2000, Prosocial foundations of children's academic achievement, Psychological Science, 11, 302, 10.1111/1467-9280.00260 · DOI · Paper page
  19. Chen, 1997, Relation between academic achievement and social adjustment, Developmental Psychology, 33, 518, 10.1037/0012-1649.33.3.518 · doi:10.1037/0012-1649.33.3.518 · Paper page
  20. Coie, 1988, Multiple sources of data on social behavior and social status in the school, Child Development, 59, 815, 10.2307/1130578 · DOI
  21. Coie, 1998, Handbook of child psychology: Vol. 3. Social, emotional, and personality development
  22. Coie, 1993, The role of social context in the prevention of conduct disorder, Developmental and Psychopathology, 5, 263, 10.1017/S0954579400004387 · DOI
  23. Crick, 1997, Engagement in gender normative versus nonnormative forms of aggression, Developmental Psychology, 33, 610, 10.1037/0012-1649.33.4.610 · DOI
  24. Crick, 1997, Relational and overt aggression in preschool, Developmental Psychology, 33, 579, 10.1037/0012-1649.33.4.579 · doi:10.1037/0012-1649.33.4.579 · Paper page
  25. Crick, 2002, Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations, Child Development, 73, 1134, 10.1111/1467-8624.00462 · DOI · Paper page
  26. Crick, 1999, Nebraska symposium on motivation
  27. Crowell, 1987, Childhood aggression and violence: Sources of influence, prevention, and control, 17, 10.1007/978-1-4684-5170-2_2 · DOI
  28. Dauber, 1993, Characteristics of retainees and early precursors of retention in grade, Merrill-Palmer Quarterly, 39, 326
  29. Dishion, 1990, The family ecology of boys' peer relations in middle childhood, Child Development, 61, 874, 10.2307/1130971 · DOI
  30. Dollard, 1939, Frustration and aggression, 10.1037/10022-000 · DOI · Paper page
  31. Eccles, 1984, The development of achievement motivation, 285
  32. Eisenberg, 1997, Handbook of child psychology, 701
  33. Eron, 1984, Cognitive-processes and the persistence of aggressive behaivor, Aggressive Behavior, 10, 243, 10.1002/1098-2337(1984)10:3<243::AID-AB2480100308>3.0.CO;2-6 · doi:10.1002/1098-2337(1984)10:3<243::aid-ab2480100308>3.0.co;2-6
  34. Feldhusen, 1970, Longitudinal analyses of classroom behavior and school achievement, The Journal of Experimental Education, 38, 4, 10.1080/00220973.1970.11011207 · DOI
  35. Feshbach, 1982, The Development of Prosocial Behavior, 315, 10.1016/B978-0-12-234980-5.50017-1 · DOI
  36. Frey, 1985, What children say when the teacher is not around, Journal of Personality and Social Psychology, 48, 550, 10.1037/0022-3514.48.3.550 · doi:10.1037/0022-3514.48.3.550
  37. Hinshaw, 1992, Externalizing behavior problems and academic underachievement in childhood and adolescence, Psychological Bulletin, 111, 127, 10.1037/0033-2909.111.1.127 · DOI · Paper page
  38. Hinshaw, 1987, Factorial dimensions of the revised behavior problem checklist, Journal o Abnormal Child Psychology, 15, 309, 10.1007/BF00916357 · DOI
  39. Jorm, 1986, Behaviour problems in specific reading retarded and general reading backward children, Journal of Child Psychology and Psychiatry and Allied Disciplines, 27, 33, 10.1111/j.1469-7610.1986.tb00619.x · DOI
  40. Kazdin, 1987, Treatment of antisocial behavior in children, Psychological Bulletin, 102, 187, 10.1037/0033-2909.102.2.187 · doi:10.1037/0033-2909.102.2.187 · Paper page
  41. Ladd, 1996, The child behavior scale, Developmental Psychology, 32, 1008, 10.1037/0012-1649.32.6.1008 · doi:10.1037/0012-1649.32.6.1008 · Paper page
  42. Little, 2003, Rethinking aggression, Merrill-Palmer Quarterly, 49, 343, 10.1353/mpq.2003.0014 · DOI · Paper page
  43. Little, 2003, Disentangling the “whys” from the “whats” of aggressive behaviour, International Journal of Behavioral Development, 27, 123, 10.1080/01650250244000128 · DOI · Paper page
  44. Masten, 1995, The structure and coherence of competence from childhood through adolescence, Child Development, 66, 1635, 10.2307/1131901 · DOI · Paper page
  45. Maughan, 1985, Reading retardation and antisocial behavior, Journal of Chtild Psychology & Psychiatry & Allied Disciplines, 26, 741, 10.1111/j.1469-7610.1985.tb00588.x · DOI
  46. McGee, 1986, The relationship between specific reading retardation, general reading backwardness and behavioural problems in a large sample of Dunedin boys, Journal of Child Psychology and Psychiatry, 27, 597, 10.1111/j.1469-7610.1986.tb00185.x · DOI · Paper page
  47. Morrison, 1989, Preacademic screening for learning and behavior problems, Journal of the American Academy of Child and Adolescent Psychiatry, 28, 101
  48. Normandeau, 1998, Preschool behavior and first-grade school achievement, Journal of Educational Psychology, 90, 111, 10.1037/0022-0663.90.1.111 · doi:10.1037/0022-0663.90.1.111 · Paper page
  49. Ollendick, 1992, Sociometric status and academic, behavioral, and psychological adjustment, Journal of Consulting and Clinical Psychology, 60, 80, 10.1037/0022-006X.60.1.80 · doi:10.1037/0022-006x.60.1.80 · Paper page
  50. Paternite, 1976, Relationships between symptomatology and SES-related factors in hyperkinetic/MBD boys, American Journal of Orthospychiatry, 46, 291
  51. Pianta, 1992, Teacher–child relationships and the process of adjusting to school, New Directions for Child Development, 57, 61, 10.1002/cd.23219925706 · DOI · Paper page
  52. Pianta, 2004, Teacher-child relationships and children's success in the first years of school, School Psychology Review, 33, 444, 10.1080/02796015.2004.12086261 · DOI · Paper page
  53. Pomerantz, 1995, Meeting goals and confronting conflict, Child Development, 66, 723, 10.2307/1131946 · DOI
  54. Rutter, 1983, Juvenile delinquency: Trends and perspectives
  55. Rutter, 1976, Research report, Psychological Medicine, 6, 313, 10.1017/S003329170001388X · DOI · Paper page
  56. Saunders, 1999, Improving literacy achievement for English learners in transitional bilingual programs, Educational Research and Evaluation, 5, 345, 10.1076/edre.5.4.345.6936 · DOI
  57. Schonfeld, 1988, Conduct disorder and cognitive functioning, Child Development, 59, 993, 10.2307/1130266 · DOI
  58. Stattin, 1996, Antisocial development, Developmental and Psychopathology, 8, 617, 10.1017/S0954579400007331 · DOI · Paper page
  59. Stipek, 2002, Motivation to learn: Integrating theory and practice
  60. Stipek, 2005, Developmental pathways through middle childhood: Rethinking context and diversity as resources, 99
  61. Stipek, 1989, Developmental change in children's assessment of intellectual competence, Child Development, 60, 521, 10.2307/1130719 · doi:10.2307/1130719 · Paper page
  62. Stipek, 1997, Economically disadvantaged preschoolers, Developmental Psychology, 33, 711, 10.1037/0012-1649.33.4.711 · doi:10.1037/0012-1649.33.4.711 · Paper page
  63. Szatmari, 1989, ADHD and conduct disorder, Journal of the American Academy of Child and Adolescent Psychiatry, 28, 865
  64. Trzesniewski, 2006, Revisiting the association between reading achievement and antisocial behavior, Child Development, 77, 72, 10.1111/j.1467-8624.2006.00857.x · DOI · Paper page
  65. Underwood, 2001, Top ten challenges for understanding gender and aggression in children” Why can't we all just get along?, Social Development, 10, 248, 10.1111/1467-9507.00162 · DOI · Paper page
  66. Wentzel, 1991, Social competence at school, Review of Educational Research, 61, 1, 10.3102/00346543061001001 · doi:10.3102/00346543061001001 · Paper page
  67. Wentzel, 1993, Does being good make the grade? Relations between academic and social competence in early adolescence, Journal of Educational Psychology, 85, 357, 10.1037/0022-0663.85.2.357 · doi:10.1037/0022-0663.85.2.357 · Paper page
  68. Wentzel, 1995, The academic lives of neglected, rejected, popular, and controversial children, Child Development, 66, 754, 10.2307/1131948 · DOI
  69. Wentzel, 1997, Friendships, peer acceptance, and group membership, Child Development, 68, 1998
  70. Wigfield, 1997, Change in children's competence beliefs and subjective task values across the elementary school years, Journal of Educational Psychology, 89, 451, 10.1037/0022-0663.89.3.451 · doi:10.1037/0022-0663.89.3.451 · Paper page
  71. Williams, 1994, Reading attainment and juvenile delinquency, Journal of Child Psychology and Psychiatry and Allied Disciplines, 35, 441, 10.1111/j.1469-7610.1994.tb01733.x · DOI
  72. Woodcock, 1990, Woodcock–Johnson psycho-educational battery-revised
  73. Wooster, 1986, Social skills training and reading gain, Educational Research, 28, 8

Cited by

See all 399

Metadata

Authors
Miles, S. B., & Stipek, D.
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2006-01-01
Volume
77
Issue
1
Pages
103-117
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/j.1467-8624.2006.00859.x
OpenAlex
W2143893234
Cited by
399
References
2
FWCI
71.31
Type
journal article
Language
en
Open access
closed
Licence

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children. https://app.cochat.ai/papers/10.1111/j.1467-8624.2006.00859.x
The paper
Miles, S. B., & Stipek, D. (2006). Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children. Child Development. https://doi.org/10.1111/j.1467-8624.2006.00859.x

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.