ERIC Number: EJ889002
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1087-0547
EISSN: N/A
A Longitudinal Investigation of Inattention and Preliteracy Development
Walcott, Christy M.; Scheemaker, Anastasia; Bielski, Kerri
Journal of Attention Disorders, v14 n1 p79-85 July 2010
Objective: The link between significant attention problems and reading difficulties among school-age children is clear, but few have examined the impact of early inattention on preliteracy development. This longitudinal study examines this link. Method: A total of 47 children had repeated measures of teacher-rated attention problems and three key preliteracy skills (phonemic awareness, letter knowledge, and rapid naming) in both preschool and kindergarten. Results: Teacher-reported attention problems in preschool significantly and negatively predicted both phonemic awareness and letter naming scores 1 year later, even after controlling for initial language ability and preschool performance on these tasks. Levels of preschool inattention did not significantly predict rapid automatic naming 1 year later. Likewise, preschool preliteracy scores did not predict attention problems in kindergarten. Conclusion: Early attention problems may interfere with the acquisition of certain preliteracy skills. Implications of these findings and directions for future research are presented. (Contains 2 tables and 1 figure.)
Descriptors: Longitudinal Studies, Reading Difficulties, Phonemics, Phonemic Awareness, Kindergarten, Language Aptitude, Attention Deficit Disorders, Measures (Individuals), Teacher Attitudes, Alphabets, Preschool Children, Scores, Prediction, Literacy
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A