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

Hugo Costa; Perdry Hervé; Soria Carmen; Pulgar Salomé; Cusin Françoise; Dellatolas Georges

doi:10.1016/j.ridd.2012.11.029

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

Hugo Costa ^{1, *} Perdry Hervé ¹ Soria Carmen ² Pulgar Salomé ³ Cusin Françoise ³ Dellatolas Georges ¹

* Auteur correspondant

1 UMR_S 669 - Troubles du comportement alimentaire de l'adolescent

2 UPD5 Psychologie - Université Paris Descartes – Institut de psychologie

3 Inspection Académique

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.

Keywords : word reading achievement emergent literacy skills inattention familial antecedents of reading difficulties teachers' reports of behavioral problems word reading achievement.

Type de document :

Article dans une revue

Research in Developmental Disabiltities, 2013, 34 (3), pp.1018-1035. 〈10.1016/j.ridd.2012.11.029〉

Domaine :

Sciences du Vivant [q-bio] / Médecine humaine et pathologie / Psychiatrie et santé mentale

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http://www.hal.inserm.fr/inserm-00777289
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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

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