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Abstract

This study examined how preschool inattention-hyperactivity is related to elementary school reading achievement. Prereading skills were hypothesized to be a link between them. This link was explored using longitudinal data on 105 low-socioeconomic-status (SES) children's inattentive-hyperactive behavior and prereading skills in Head Start and in kindergarten and their inattentive-hyperactive behavior and reading skills in first grade. A model of this relationship was tested using structural equation modeling. The results failed to show a significant path between inattention-hyperactivity and prereading skills at both the Head Star and kindergarten levels. A significant path was found between first grade inattention-hyperactivity and reading skills, confirming that the strong relationship between inattention-hyperactivity and poor reading achievement commonly found in children from other SES levels was also significant in this low-SES sample. Strong relationships were found between prereading skills and reading skills, as well as among hyperactivity levels at the three grades. The issue of the direction of the path of influence between attention-behavior and reading achievement is addressed briefly; however, the results indicate that further longitudinal work is necessary to resolve this issue.

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

“…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).…”

“…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).…”

The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension

“…Causality cannot be confirmed, but the results are intriguing. Previous research found the greatest connection between hyperactivity and reading difficulties (McGee, Prior, Williams, & Smart, Sanson, 2002;Velting & Whitehurst, 1997;Cantwell & Satter-field, 1978).When other behavioral variables were included in the research study, findings showed separate inverse relationships for hyperactivity and reading comprehension and behavior problems (McGee et al, 2002). Longitudinal studies have also investigated the relationship between hyperactivity and conduct disorders and then later academic achievement (McGee et al, 2002;Rapport, Scanlan, & Denney, 1999).The current research study focused on the cumulative effect of self-reported hyperactivity, conduct problems, and peer problems on reading comprehension at one time point.…”

“…Further findings allude to a connection between hyperactivity, reading comprehension and peer/conduct problems (McGee et al, 2002;Maughan et al, 1996). Independently has shown an inverse relationship between hyperactivity and reading comprehension (McGee, Prior, Williams, Smart, & Sanson, 2002;Velting & Whitehurst, 1997), hyperactivity and conduct problems (McGee et al, 2002), and hyperactivity and peer problems (Rubin & Clark, 1983;Olson & Brodfeld, 1991). This study focuses on the cumulative effect of hyperactivity and peer relationships on reading comprehension.…”

“…Children who have identifiable levels of hyperactivity or inattention tend to have some difficulty with reading comprehension (Ghelani et al, 2004;Velting & Whitehurst, 1997;Purvis & Tannock, 1997;Cantwell & Satter-field, 1978). Further findings allude to a connection between hyperactivity, reading comprehension and peer/conduct problems (McGee et al, 2002;Maughan et al, 1996).…”