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Relations Among Emergent Literacy Skills, Behavior Problems, and Social Competence in Preschool Children From Low- and Middle-Income Backgrounds
Christopher J. Lonigan
Florida State University, lonigan{at}psy.fsu.edu
Brenlee G. Bloomfield
Florida State University
Jason L. Anthony
Florida State University
Kimberly D. Bacon
Florida State University
Beth M. Phillips
Florida State University
Corine S. Samwel
Florida State University
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.
Topics in Early Childhood Special Education, Vol. 19, No. 1,
40-53 (1999)
DOI: 10.1177/027112149901900104
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