The Relation of Inattention and Hyperactivity/Impulsivity to Basic Early Literacy Skills
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Date
2006-07-06
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Abstract
This study examined the relationship of inattention and hyperactivity⁄impulsivity to phonemic awareness and mastery of the alphabetic principle in kindergarten children. Teacher rating scales were used to evaluate symptoms of inattention and hyperactivity⁄impulsivity and two subtests of the Dynamic Indicators of Basic Early Literacy Skills were used to assess children's fluency in two basic literacy domains, phonemic awareness and mastery of the alphabetic principle. It was predicted that classroom behaviors related to the two dimensions of Attention Deficit Hyperactivity Disorder (ADHD) would be negatively related to children's acquisition of both early literacy skills. After controlling for demographic differences and classroom assignment, multiple regression analyses indicated that inattention was negatively related to children's mastery of the alphabetic principle. This relationship remained when verbal ability was added as a control variable. The hypotheses related to other relationships among early literacy skills and hyperactivity⁄impulsivity and inattention were not confirmed. Results are discussed in terms of their implications for explanations of the ADHD and reading disability comorbidity, and future research on the topic of the relationship between the dimensions of ADHD and the acquisition of early literacy skills.
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phonemic awareness, hyperactivity/impulsivity, inattention, basic early literacy skills, alphabetic principle, DIBELS
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Degree
MS
Discipline
Psychology
