Hugo Câmara-Costa|Hervé Perdry|C. Soria|Salomé Pulgar|Françoise Cusin|Georges Dellatolas
Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade
Délégation Paris 5|Université Paris Cité|Inserm|Hôpital Paul-Brousse|Inserm|University of Paris-Sud|Délégation Paris 5|Université Paris Cité|Ministry of National Education|Ministry of National Education|Inserm
study examined relation emergent literacy skills teachers reports behavioral problems word reading achievement community sample french students family background investigated included familial antecedents reading difficulties fard parents educational level analyses explored pattern concurrent relations behavioral familial emergent literacy measures sample 812 preschoolers predictive power explaining word reading achievement subsample 150 children followed kindergarten fifth grade word reading fifth grade predicted kindergarten measures phonological awareness letter knowledge teachers reports inattention symptoms grade level associated early reading skills subsequent word reading fard concurrently longitudinally associated emergent literacy skills teachers reported inattention word reading results indicate children family history reading difficulties increased risk cooccurrence reading difficulties attention problems kindergarten onward findings confirm shared influence fard comorbidity inattention symptoms reading difficulties nondiagnosed community sample preschool children followed late elementary school