Abstract:
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.
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.