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ERIC Number: EJ905957
Record Type: Journal
Publication Date: 2010-Nov
Pages: 16
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0885-6257
Early Literacy and Parental Writing Mediation in Young Children with and without ADHD
Aram, Dorit; Bazelet, Idit; Goldman, Hagit
European Journal of Special Needs Education, v25 n4 p397-412 Nov 2010
The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents' mediation characteristics and children's early literacy skills. Each of 62 parent-child dyads (32 with ADHD) was videotaped at home while writing words. Videotapes were transcribed and analysed for mediation (specific writing task measures, emotional measures typical of problem-solving tasks, and general measures of interactions). Children's early literacy (word writing, letter knowledge and phonological awareness) was assessed at home. Results showed that children with ADHD already exhibited lower literacy achievements at ages five to six compared to their peers without ADHD. Parents of children with ADHD scored lower than parents of children without ADHD on the writing-specific, emotional and general mediation measures. In both groups, the specific writing mediation measures correlated significantly with children's early literacy. More emotional mediation measures correlated significantly with children's early literacy in the ADHD than in the non-ADHD group. Discussion focused on parent-child writing interactions as a context of early literacy development among young children with ADHD. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel