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ERIC Number: EJ905950
Record Type: Journal
Publication Date: 2010-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0300-4430
Gender Differences in the Relationship between Attention Problems and Expressive Language and Emerging Academic Skills in Preschool-Aged Children
Zevenbergen, Andrea A.; Ryan, Meghan M.
Early Child Development and Care, v180 n10 p1337-1348 Dec 2010
This study examined the relationship between attention problems and expressive language and academic readiness skills in preschool-aged children from middle-class families. Forty-three children (44% female) were assessed individually for expressive language skills and knowledge of basic academic concepts (e.g. colours, letters and numbers). The primary caregiver of each child provided information regarding the child's attention problems, using the Child Behavior Checklist for Ages 1 1/2-5 (CBCL/1 1/2-5). Correlational analyses revealed that for boys, attention problems were related to less well-developed expressive language skills. For girls, there was a trend for attention problems to be related to lower performance on the academic skills measure. Screening for attention problems before children enter kindergarten is recommended, to identify those children likely to be in need of additional assistance in the early school grades. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Child Behavior Checklist