Type of Document	Thesis
Author	Sims, Darcey Michelle
Author's Email Address	sims@psy.fsu.edu
URN	etd-03162011-125056
Title	The Relation between Attention/Deficit Hyperactivity Disorder Characteristic Behaviors and Emergent Literacy Skills
Degree	Master of Science
Department	Psychology, Department of
Advisory Committee	Advisor Name Title Christopher Lonigan Committee Chair Christopher Schatschneider Committee Member Janet Kistner Committee Member
Keywords	Inattention Emergent Literacy ADHD Teacher-ratings Continuous Performance Test
Date of Defense	2011-01-18
Availability	unrestricted
Abstract 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.
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