A Longitudinal Investigation of Inattention and Preliteracy Development

Autor/inn/en	Walcott, Christy M.; Scheemaker, Anastasia; Bielski, Kerri
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10