RESUMO
OBJECTIVE: The link between significant attention problems and reading difficulties among school-age children is clear, but few have examined the impact of early inattention on preliteracy development. This longitudinal study examines this link. METHOD: A total of 47 children had repeated measures of teacher-rated attention problems and three key preliteracy skills (phonemic awareness, letter knowledge, and rapid naming) in both preschool and kindergarten. RESULTS: Teacher-reported attention problems in preschool significantly and negatively predicted both phonemic awareness and letter naming scores 1 year later, even after controlling for initial language ability and preschool performance on these tasks. Levels of preschool inattention did not significantly predict rapid automatic naming 1 year later. Likewise, preschool preliteracy scores did not predict attention problems in kindergarten. CONCLUSION: Early attention problems may interfere with the acquisition of certain preliteracy skills. Implications of these findings and directions for future research are presented.
