A Longitudinal Investigation of Inattention and Preliteracy Development

A Longitudinal Investigation of Inattention and Preliteracy Development

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 o...

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Bibliographic Details
Published in:Journal of attention disorders Vol. 14; no. 1; pp. 79 - 85
Main Authors: Walcott, Christy M., Scheemaker, Anastasia, Bielski, Kerri
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-07-2010
Subjects:
Alphabets
Attention - physiology
Attention Deficit Disorders
Child
Child, Preschool
Female
Humans
Kindergarten
Language Aptitude
Language Development
Literacy
Longitudinal Studies
Male
Measures (Individuals)
Phonemic Awareness
Phonemics
Prediction
Preschool Children
Reading
Reading Difficulties
Scores
Teacher Attitudes
Inattention
Literacy
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Summary: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. (J. of Att. Dis. 2010; 14(1) 79-85)
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ISSN:1087-0547
1557-1246
DOI:10.1177/1087054709333330