Skip to Main content Skip to Navigation
Journal articles

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

Abstract : 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.
Complete list of metadatas

Cited literature [69 references]  Display  Hide  Download

https://www.hal.inserm.fr/inserm-00777289
Contributor : Hugo Costa <>
Submitted on : Thursday, January 17, 2013 - 11:59:43 AM
Last modification on : Friday, October 23, 2020 - 4:51:51 PM
Long-term archiving on: : Thursday, April 18, 2013 - 4:00:19 AM

File

COSTA.Hugo.RIDD.pdf
Files produced by the author(s)

Identifiers

Collections

Citation

Hugo Costa, Perdry Hervé, Soria Carmen, Pulgar Salomé, Cusin Françoise, et al.. Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade.: Behavioral problems and reading achievement. Research in Developmental Disabiltities, 2013, 34 (3), pp.1018-1035. ⟨10.1016/j.ridd.2012.11.029⟩. ⟨inserm-00777289⟩

Share

Metrics

Record views

931

Files downloads

1650