Swipe om te navigeren naar een ander artikel
Growing evidence suggests that early symptoms of inattentiveness may affect the language development and academic success of young children. In the present study, we examined the extent to which profiles of inattentiveness and language could be discerned within a heterogeneous group of preschoolers attending early childhood special education programs (n = 461). Based on parent-reported observations of children’s symptoms of inattentiveness and direct assessments of children’s language skills (grammar, vocabulary, and narrative ability), three distinct profiles were identified. The three groups, representing levels of severity (at risk, almost average, above average), differed not only by their end of year performance, but also with respect to which their abilities changed over the course of the academic year. Children in the poorest performing profile had poorer mean scores in the spring of their preschool year on all measures, but exhibited patterns of gain that exceeded or equaled their peers in higher-performing groups, in the domains of vocabulary and grammar. Examination of subsequent kindergarten reading skills suggested that profile differences remained consistent. Findings underscore the associations between early symptoms of inattentiveness and language difficulties, and further indicate that these relations extend to the acquisition of early reading skills. Future research is needed to corroborate these findings with more robust measures of attention, and to understand the long-term associations between inattentiveness, language and literacy, and potential effects on these associations from early intervention.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Using the BCH method in Mplus to estimate a distal outcome model and an arbitrary secondary model. Mplus Web Notes, 21, 1–22.
Beitchman, J. H., Wilson, B., Brownlie, E. B., Walters, H., Inglis, A., & Lancee, W. (1996). Long-term consistency in speech/language profiles: II. Behavioral, emotional, and social outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 815–825. CrossRef
Bernstein, J. H., & Waber, D. P. (2007). Executive capacities from a developmental perspective. In L. Meltzer (Ed.), Executive function in education (pp. 39–54). New York: Guilford.
Caplan, D., & Waters, G. S. (1999). Verbal working memory and sentence comprehension. Behavioral and Brain Sciences, 22, 77–94. PubMed
Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3(4), 331–361. CrossRef
Celeux, G., & Soromenho, G. (1996). An entropy criterion for assessing the number of clusters in a mixture model. Journal of Classification, 13, 195–212. CrossRef
Centers for Disease Control and Prevention. (2017). Attention-Deficit/Hyperactivity Disorder Data and Statistics. Retrieved from: https://www.cdc.gov/ncbddd/adhd/data.html.
Cohen, N. J., Davine, M., Horodezky, N., Lipsett, L., & Isaacson, L. (1993). Unsuspected language impairment in psychiatrically disturbed children: Prevalence and language and behavioral characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 32(3), 595–603. CrossRef
Conti-Ramsden, G., Crutchley, A., & Botting, N. (1997). The extent to which psychometric tests differentiate subgroups of children with SLI. Journal of Speech, Language, and Hearing Research, 40, 765–777.
Dally, K. (2006). The influence of phonological processing and inattentive behavior on reading acquisition. Journal of Educational Psychology, 98, 420–437. CrossRef
Dittman, C. K. (2016). Associations between inattention, hyperactivity and pre-reading skills before and after formal reading instruction begins. Reading and Writing, 29, 1771–1791.
Gathercole, S. E., & Baddeley, A. D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education, 8, 259–272. CrossRef
Glasgow, C., & Cowley, J. (1994). Renfrew Bus Story test - North American Edition. Centreville, DE: Centreville School.
Glass, L., Graham, D. M., Deweese, B. N., Jones, K. L., Riley, E. P., & Mattson, S. N. (2014). Correspondence of parent report and laboratory measures of inattention and hyperactivity in children with heavy prenatal alcohol exposure. Neurotoxicology and Teratology, 42, 43–50. CrossRefPubMedPubMedCentral
Greven, C. U., Rijsdijk, F. V., Asherson, P., & Plomin, R. (2012). A longitudinal twin study on the association between ADHD symptoms and reading. Journal of Child Psychology and Psychiatry, 53, 234–242.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127–160. CrossRef
Kaplan, D. (2000). Structural equation modeling: Foundations and extensions. Thousand Oaks, CA: Sage Publications.
Khan, K.S., Logan, J., Justice, L.M., Bowles, R. P. & Skibbe, L. E. (in review). The contribution of vocabulary, grammar, and phonological awareness to precocious narrative abilities in young children.
Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88, 767–778. CrossRef
Lonigan, C. J., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2007). TOPEL: Test of Preschool Early Literacy. Austin, TX: Pro-Ed.
Martel, M. M., Goth-Owens, T., Martinez-Torteya, C., & Nigg, J. T. (2010). A person-centered personality approach to heterogeneity in attention-deficit/hyperactivity disorder (ADHD). Journal of Abnormal Psychology, 119, 186–196.
Martinussen, R., Grimbos, T., & Ferrari, J. L. (2014). Word-level reading achievement and behavioral inattention: Exploring their overlap and relations with naming speed and phonemic awareness in a community sample of children. Archives of Clinical Neuropsychology, 29, 680–690.
Marton, K. (2008). Visuo-spatial processing and executive functions in children with specific language impairment. International Journal of Language & Communication Disorders, 43, 181–200. CrossRef
McGrath, L. M., Hutaff-Lee, C., Scott, A., Boada, R., Shriberg, L. D., & Pennington, B. F. (2008). Children with comorbid speech sound disorder and specific language impairment are at increased risk for attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 36, 151–163. CrossRefPubMed
McLachlan, G. J., & Peel, D. (2000). Finite mixture models. New York: Wiley. CrossRef
Montgomery, J. W., Polunenko, A., & Marinellie, S. A. (2009). Role of working memory in children's understanding of spoken narrative: A preliminary investigation. Applied Psycholinguistics, 30, 485–509.
Muthén, L. K., & Muthén, B. O. (2006). Mplus User’s Guide (4th ed.). Los Angeles, CA: Muthén, & Muthén.
Nation, K., & Snowling, M. J. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27, 342–356. CrossRef
Ostrander, R., Herman, K., Sikorski, J., Mascendaro, P., & Lambert, S. (2008). Patterns of psychopathology in children with ADHD: A latent profile analysis. Journal of Clinical Child & Adolescent Psychology, 37, 833–847. CrossRef
Paul, R., Hernandez, R., Taylor, L., & Johnson, K. (1997). Narrative development in late talkers: Early school age. Journal of Speech and Hearing Research, 39, 1295–1303. CrossRef
Rabiner, D., & Coie, J. D.(2000). Early attention problems and children's reading achievement: A longitudinal investigation. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 859–867. CrossRef
Samuelson, K. M., & Dayton, C. M. (2010). Latent class analysis. In G. R. Hancock & R. O. Mueller (Eds.), The Reviewer’s guide to quantitative methods in the social sciences (pp. 173–184). New York, NY: Routledge.
Semel, E., Wiig, E. H., & Secord, W. A. (2003). Clinical evaluation of language fundamentals – Preschool : Second Edition. San Antonio: Pearson Assessments.
Sims, D. M., & Lonigan, C. J. (2013). Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers' reading-related skills. Journal of Clinical Child & Adolescent Psychology, 42, 208–219. CrossRef
Skounti, M., Giannoukas, S., Dimitriou, E., Nikolopoulou, S., Linardakis, E., & Philalithis, A. (2010). Prevalence of attention deficit hyperactivity disorder in schoolchildren in Athens, Greece. Association of ADHD subtypes with social and academic impairment. ADHD Attention Deficit and Hyperactivity Disorders, 2, 127–132. CrossRefPubMed
Swanson, J., Schuck, S., Mann, M., Carlson, C., Hartman, K., Sergeant, J., Clevenger, W., Wasdell, M. and McCleary, R. (2006). Categorical and dimensional definitions and evaluations of symptoms of ADHD: The SNAP and SWAN ratings scales . University of Irvine.
Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among second-grade children. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 473–482. CrossRef
Uanhoro, J. O. & Logan, J. A. R. (2017). Mplus LCA helper: Automating latent class analysis in Mplus. Available online at: https://mplus-output-scraper.herokuapp.com/.
Woodcock, R. W., McGraw, K. S., & Mather, N. (2007). Tests of Achievement (Woodcock-Johnson III). Itasca, IL: Riverside Publishing.
- Inattentiveness and Language Abilities in Preschoolers: A Latent Profile Analysis
Sherine R. Tambyraja
K. S. Khan
L. M. Justice
B. E. Sawyer
- Springer US