Literaturnachweis - Detailanzeige
Autor/inn/en | Walcott, Christy M.; Scheemaker, Anastasia; Bielski, Kerri |
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Titel | A Longitudinal Investigation of Inattention and Preliteracy Development |
Quelle | In: Journal of Attention Disorders, 14 (2010) 1, S.79-85 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1087-0547 |
DOI | 10.1177/1087054709333330 |
Schlagwörter | Longitudinal Studies; Reading Difficulties; Phonemics; Phonemic Awareness; Kindergarten; Language Aptitude; Attention Deficit Disorders; Measures (Individuals); Teacher Attitudes; Alphabets; Preschool Children; Scores; Prediction; Literacy Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading difficulty; Leseschwierigkeit; Fonemsystem; Sprachbegabung; Spracheignung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Messdaten; Lehrerverhalten; Buchstabenschrift; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorhersage; Alphabetisierung; Schreib- und Lesefähigkeit |
Abstract | 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.) (As Provided). |
Anmerkungen | 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://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |