Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds

Research has indicated a substantial overlap between reading disability (RD ) and attention-deficit/hyperactivity disorder (ADHD). However, few studies concerning this overlap have been conducted with preschool children. This study examined the overlap between behaviors associated with ADHD and emerg ent literacy skills in preschool children. One group of 44 children (mean a ge = 48 months, SD = 11.3) was from middle-income families, and one group o f 41 children (mean age 53 months, SD = 8.1) attended Head Start. Results d emonstrated that attention problems were substantially, consistently, and u niquely associated with emergent literacy skills in both groups; however, t he effect was strongest for the middle-income group. These findings indicat e that the association between reading skills and behaviors associated with ADHD is present in preschool children and that emergent literacy skills ma y mediate the link between ADHD and RD found in older children.