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

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• 作者：Hugo Câ ; mara Costa^a ; ^b ; ^{hugo.costa@etu.parisdescartes.fr} ; Hervé ; Perdry^a ; ^c ; ^{herve.perdry@gmail.com} ; Carmen Soria^b ; ^{carmen.soria@hotmail.com} ; Salomé ; Pulgar^d ; ^{salome.pulgar@gmail.com} ; Franç ; oise Cusin^d ; ^{francoise.cusin@ac-dijon.fr} ; Georges Dellatolas^a ; ^{george.dellatolas@inserm.fr}
• 关键词：Emergent literacy skills ; Inattention ; Familial antecedents of reading difficulties ; Teachers&rsquo ; reports of behavioral problems ; Word reading achievement
• 刊名：Research in Developmental Disabilities
• 出版年：2013
• 出版时间：March, 2013
• 年：2013
• 卷：34
• 期：3
• 页码：1018-1035
• 全文大小：527 K

文摘

This study examined the relation between emergent literacy skills, teachers¡¯ reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents¡¯ educational level. The analyses explored the pattern of concurrent relations between behavioral, familial and emergent literacy measures in a sample of 812 preschoolers, and their predictive power in explaining word reading achievement in a sub-sample of 150 children followed from kindergarten to fifth grade. Word reading at fifth grade was predicted by kindergarten measures of phonological awareness and letter knowledge. Teachers¡¯ reports of inattention symptoms at each grade level were associated with early reading skills and with subsequent word reading. Fa/Rd were concurrently and longitudinally associated with emergent literacy skills, teachers¡¯ reported inattention and word reading. These results indicate that children with a family history of reading difficulties are at increased risk for the co-occurrence of reading difficulties and attention problems from kindergarten onward. These findings confirm the shared influence of Fa/Rd on the comorbidity between inattention symptoms and reading difficulties in a non-diagnosed community sample of preschool children followed through late elementary school.