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Research Brief: A Longitudinal Investigation of Inattention and Preliteracy Development
Christy M. Walcott, PhD*,
Anastasia Scheemaker,
and
Kerri Bielski
East Caolina University
* To whom correspondence should be addressed. E-mail: walcottc{at}ecu.edu.
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Abstract |
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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. 2009; XX(X) xx-xx)
First published on July 14, 2009
Journal of Attention Disorders 2009, doi:10.1177/1087054709333330
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