Article1999

Relations Among Emergent Literacy Skills, Behavior Problems, and Social Competence in Preschool Children From Low- and Middle-Income Backgrounds

Christopher J. Lonigan · Brenlee G. Bloomfield · Jason L. Anthony · Kimberly D. Bacon · Beth M. Phillips · Corine Simone Samwel

205 citations0/0 files storedTopics in Early Childhood Special Education

No readable copy stored yet — this record is metadata only.

Reading and Literacy Development Attention Deficit Hyperactivity Disorder Developmental and Educational Neuropsychology

Abstract

Research has indicated a substantial overlap between reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). However, few studies concerning this overlap have been conducted with preschool children. This study examined the overlap between behaviors associated with ADHD and emergent literacy skills in preschool children. One group of 44 children (mean age = 48 months, SD = 11.3) was from middle-income families, and one group of 41 children (mean age = 53 months, SD = 8.1) attended Head Start. Results demonstrated that attention problems were substantially, consistently, and uniquely associated with emergent literacy skills in both groups; however, the effect was strongest for the middle-income group. These findings indicate that the association between reading skills and behaviors associated with ADHD is present in preschool children and that emergent literacy skills may mediate the link between ADHD and RD found in older children.

Citations in this library

Stored only when both papers are in the corpus — 205 citations exist upstream.

References

1987The nature of phonological processing and its causal role in the acquisition of reading skills.1998Child Development and Emergent Literacy 1990Beginning to read: thinking and learning about print 1992Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms.1982What no bedtime story means: Narrative skills at home and school 1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1986Emergent Literacy: Writing and Reading 1994Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Cited by

2007Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children 2003Emergent Literacy Intervention for Vulnerable Preschoolers 2011The Response to Intervention (RTI) Approach in Early Childhood 2010Facilitating Vocabulary Acquisition of Young English Language Learners 2006Measuring Preschool Attainment of Print-Concept Knowledge: A Study of Typical and At-Risk 3- to 5-Year-Old Children Using Item Response Theory

Imported from OpenAlex (CC0) — nothing here is generated.