Inattention, hyperactivity, and emergent literacy: different facets of inattention relate uniquely to preschoolers' reading-related skills.

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  • Author(s): Sims DM;Sims DM; Lonigan CJ
  • Source:
    Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 [J Clin Child Adolesc Psychol] 2013; Vol. 42 (2), pp. 208-19. Date of Electronic Publication: 2012 Nov 27.
  • Publication Type:
    Journal Article; Research Support, N.I.H., Extramural
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Routledge Country of Publication: England NLM ID: 101133858 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1537-4424 (Electronic) Linking ISSN: 15374416 NLM ISO Abbreviation: J Clin Child Adolesc Psychol Subsets: MEDLINE
    • Publication Information:
      Publication: 2008- : London : Routledge
      Original Publication: Mahwah, N.J. : Lawrence Erlbaum Associates, c2002-
    • Subject Terms:
      Attention* ; Reading*; Attention Deficit Disorder with Hyperactivity/*diagnosis ; Child Behavior/*psychology ; Hyperkinesis/*psychology; Attention Deficit Disorder with Hyperactivity/psychology ; Child, Preschool ; Cognition ; Female ; Humans ; Impulsive Behavior/psychology ; Male ; Neuropsychological Tests ; Parents
    • Abstract:
      Although extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the unique and overlapping relations between measures that assess inattention and hyperactivity/impulsivity and emergent literacy skills in preschool children. Participants included 204 preschool children (M age = 56 months, 50.9% female, 79.8% European American). Behavioral rating scales were completed by teachers, and the Continuous Performance Test (CPT) and the Test of Preschool Early Literacy were completed by the preschoolers. Across measures, inattention was a unique correlate of emergent literacy skills, whereas hyperactivity/impulsivity was not. Both rating scales and the CPT indices of inattention were uniquely associated with emergent literacy skills. These results suggest that these measures are assessing different manifestations of inattention that are both unique correlates of early reading skills.
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    • Grant Information:
      P50 HD052120 United States HD NICHD NIH HHS; R305B04074 United States PHS HHS; HD052120 United States HD NICHD NIH HHS; R305B090021 United States PHS HHS
    • Publication Date:
      Date Created: 20121129 Date Completed: 20130816 Latest Revision: 20211021
    • Publication Date:
      20221213
    • Accession Number:
      PMC3586984
    • Accession Number:
      10.1080/15374416.2012.738453
    • Accession Number:
      23186142