The Relation Between Attention Deficit/Hyperactivity Disorder Characteristic Behaviors and Emergent Literacy Skills
Although it is recognized in the literature that there is a strong association between ADHD and reading ability in elementary school children, knowledge regarding the relation between ADHD-characteristic behaviors and emergent literacy in preschool children is less established. This study aimed to e...
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| Format: | Others |
| Language: | English English |
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Florida State University
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| Online Access: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-1712 |
| Summary: | Although it is recognized in the literature that there is a strong association between ADHD and reading ability in elementary school children, knowledge regarding the relation between ADHD-characteristic behaviors and emergent literacy in preschool children is less established. This study aimed to examine the ability of measures that assess ADHD-characteristic behaviors to predict emergent literacy skills in preschool children. ADHD ratings scales were completed by teachers and the Continuous Performance Test (CPT) and the Test of Preschool Early Literacy (TOPEL) was completed by the preschool participants. Across measures, inattention better predicted emergent literacy skills than did hyperactivity/impulsivity. Both rating scales and the CPT indices of inattention uniquely predicted emergent literacy skills. === A Thesis Submitted to the Department of Psychology in Partial Fulfillment of the Requirements for the Degree of Master of Science. === Spring Semester, 2011. === January 18, 2011. === Inattention, Emergent Literacy, ADHD, Teacher-ratings, Continuous Performance Test === Includes bibliographical references. === Christopher Lonigan, Professor Directing Thesis; Janet Kistner, Committee Member; Christopher Schatschneider, Committee Member. |
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