The influence of phonological processing and inattentive behavior on reading acquisition.

Abstract

This article reports the findings from a longitudinal study investigating the influence of phonological processing and inattentive behavior on reading acquisition. Data from individually administered measures of phonological processing and reading, as well as teacher ratings of children's behavior, were collected from a cohort of 132 children at 12-month intervals, from kindergarten to 2nd grade. Results from multiple linear regression analyses employing latent constructs of phonological abilities and inattentive behavior provided support for the hypothesized model, with kindergarten measures of inattentiveness and phonological abilities predicting subsequent reading performance. An analysis of reciprocal relationships among these constructs revealed evidence that inattentiveness also interfered with the acquisition of phonological analysis skills. Implications for reading instruction and reading interventions are discussed.

Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade

“…This result seems to reflect the cross-sectional association found in numerous studies between inattention and word reading achievement in elementary school children (Billard et al, 2009;Dally, 2006;Giannopulu et al, 2008;McGee et al, 2002;Rabiner & Coie, 2000;Roy & Rutter, 2006). Reading difficulties were shown to be more strongly associated with the inattentive subtype of ADHD (Giannopulu et al, 2008;Hinshaw, 1992;Lundervold, Heimann & Manger, 2008;Willcutt & Pennington, 2000a) and the association between conduct problems and reading difficulties was mediated by co-morbid ADHD (Carroll et al, 2004;Willcutt & Pennington, 2000b).…”

“…Children from families characterized by low parental education levels and a family history of reading difficulties might be at increased risk of developing co-morbid reading difficulties and attention problems, due to the well established interference of inattentive behavior in reading acquisition (Dally, 2006), especially in disadvantaged environments (Velting & Whitehurst, 1997).…”

“…According with the literature, preschoolers' oral language and emergent literacy skills, such as phonological awareness and letter knowledge, may each facilitate the ability to read words during elementary school (Hecht et al, 2000;Lonigan, Burgess & Anthony, 2000;Storch & Whitehurst, 2002). In addition, inattentive behavior, when compared with other externalizing problems, has an adverse influence on the development of emergent literacy skills and contributes to the prediction of reading acquisition during elementary school (Bub et al, 2007;Dally, 2006;Rabiner & Coie, 2000). Likewise, the presence of familial antecedents of reading difficulties is associated with measures of emergent literacy skills at kindergarten and with later word reading achievement at elementary school (Puolakanaho et al, 2007;Snowling, Gallagher & Frith, 2003).…”

“…Numerous studies at the preschool level have presented evidence regarding the intersection between emergent literacy skills and early behavior problems prior to school entry (Lonigan et al, 1999;Rabiner & Coie, 2000;, for a review; Velting & Whitehurst, 1997). Moreover, evidence from longitudinal research has demonstrated a link between early behavior problems and academic underachievement from kindergarten to elementary school (Al Otaiba & Fuchs, 2003;Bub, McCartney & Willet, 2007;Dally, 2006;Hinshaw, 1992, for a review; Rabiner & Coie, 2000;Trzesniewski, Moffit, Caspi, Taylor, & Maughan, 2006;Vaughn, Zaragoza, Hogan & Walker, 1993). Therefore, children who meet criteria for reading disabilities (RD) are reported to be at increased risk of comorbidity with psychiatric disorders, in particular with externalizing disorders such as Attention Deficit Hyperactivity Disorder (ADHD), both inattentive and hyperactive-impulsive subtype (Hinshaw, 1992), and Conduct Disorder (CD) (Angold, Costello & Erkanli, 1999).…”

Phonological awareness intervention and attention efficiency in children at risk: evidence of effectiveness on visual attention

“…This view is supported by a study in which data of phonological processing and reading, as well as teacher ratings of child behavior, was collected from children from kindergarten to 2nd grade (N=132). The analysis of the relationships among the variables indicated that inattentiveness negatively affected the acquisition of PA skills (5) . On the other hand, it has been reported that children with ADHD without learning disabilities do not present PA difficulties.…”