The influence of phonological processing and inattentive behaviour on early reading

Year: 2002

Author: Dally, Kerry

Type of paper: Abstract refereed

Reading research has confirmed that phonological processing has a pre-eminent role in facilitating reading success, while a separate body of research into reading difficulties has shown that poor behavioural adjustment has a close association with reading failure. This paper reports the findings from a longitudinal study in which both phonological processing and inattentive behaviour are hypothesized to have a causal influence on the attainment of early reading skills.

Data from individually administered measures of phonological processing, word-level reading and reading comprehension, as well as teacher and parent ratings of children's behaviour were collected from a cohort of 166 children at 12 month intervals, in kindergarten, first and second grade. The results from multiple linear regression analyses suggested that teacher-rated inattentiveness and some phonological abilities had a significant influence on subsequent reading. There was also evidence of reciprocal relationships between prior reading and subsequent inattentiveness and phonological awareness. The existence of bi-directional influences and the finding that inattentive behaviour had a significant influence on early reading outcomes over and above phonological processing ability, have important implications for reading instruction as well as for devising appropriate preventative or remedial interventions.