The influences of multiple informants' ratings of inattention on preschoolers' emergent literacy skills growth

This study used latent growth curve analysis to examine whether ratings of inattention, completed by multiple informants, were unique predictors of emergent literacy development in preschoolers. Participants included 284 preschool children. ADHD-rating scales were completed by three different informants (i.e., classroom teachers, project teachers, and examiners) and measures of emergent literacy skills, a measure of working memory, and a measure of non-verbal cognitive ability were completed by the preschoolers. Each informant's rating of inattention uniquely predicted children's initial emergent literacy skills, but only the ratings of inattention made by project teachers were uniquely associated with growth in emergent literacy skills over the course of the preschool year.
Source: Learning and Individual Differences - Category: Psychiatry & Psychology Source Type: research