Velting O N, Whitehurst G J
Department of Psychology, State University of New York at Stony Brook 11794, USA.
J Abnorm Child Psychol. 1997 Aug;25(4):321-31. doi: 10.1023/a:1025716520345.
This study examined how preschool inattention-hyperactivity is related to elementary school reading achievement. Prereading skills were hypothesized to be a link between them. This link was explored using longitudinal data on 105 low-socioeconomic-status (SES) children's inattentive-hyperactive behavior and prereading skills in Head Start and in kindergarten and their inattentive-hyperactive behavior and reading skills in first grade. A model of this relationship was tested using structural equation modeling. The results failed to show a significant path between inattention-hyperactivity and prereading skills at both the Head Star and kindergarten levels. A significant path was found between first grade inattention-hyperactivity and reading skills, confirming that the strong relationship between inattention-hyperactivity and poor reading achievement commonly found in children from other SES levels was also significant in this low-SES sample. Strong relationships were found between prereading skills and reading skills, as well as among hyperactivity levels at the three grades. The issue of the direction of the path of influence between attention-behavior and reading achievement is addressed briefly; however, the results indicate that further longitudinal work is necessary to resolve this issue.
本研究考察了学前注意力不集中多动症状与小学阅读成绩之间的关系。研究假设学前阅读技能是二者之间的联系纽带。利用105名低社会经济地位（SES）儿童在“启智计划”项目、幼儿园阶段的注意力不集中多动行为及学前阅读技能，以及他们一年级时的注意力不集中多动行为和阅读技能的纵向数据，对这一联系纽带进行了探究。使用结构方程模型对这种关系的模型进行了检验。结果显示，在“启智计划”项目和幼儿园阶段，注意力不集中多动症状与学前阅读技能之间均不存在显著路径。而一年级的注意力不集中多动症状与阅读技能之间存在显著路径，这证实了在其他社会经济水平儿童中普遍存在的注意力不集中多动症状与较差阅读成绩之间的紧密关系，在这个低社会经济地位样本中同样显著。学前阅读技能与阅读技能之间，以及三个年级的多动水平之间均存在紧密关系。文中简要探讨了注意力行为与阅读成绩之间影响路径方向的问题；然而，研究结果表明，有必要开展进一步的纵向研究来解决这一问题。
