Abstract for proposed paper presentation at the 4th All-European Dyslexia Conference 2013
Title:
A longitudinal investigation of the influence of literacy-related skills, reading self-perceptions, and
inattentive behaviours on the development of literacy learning difficulties.
Authors:
Jane E. Prochnow, Institute of Education, Massey University, Private Bag 11 222, Palmerston North
4442, New Zealand
William E. Tunmer, Institute of Education, Massey University, Private Bag 11 222, Palmerston North
4442, New Zealand
James W. Chapman, Institute of Education, Massey University, Private Bag 11 222, Palmerston North
4442, New Zealand
Abstract:
Although recent research favours a bidirectional relationship between reading problems and
inattentive behaviours, the risk factors at school entry that set in motion these reciprocally
interacting relations remain unclear. One possibility is that reading problems are triggered by
deficits in phonological processing skills. An alternative possibility is that early reading failure stems
from weaknesses in a broader constellation of literacy-related skills. 152 new school entrants who
took part in a 7-year longitudinal study of literacy development were assessed on literacy-related
skills, reading self-perceptions, behaviour problems, and literacy achievement. Four hypotheses
were investigated: first, that weak literacy-related skills during the initial stages of learning to read
are associated with early literacy learning difficulties that predict future negative reading selfperceptions and inattentive behaviours which are then related to further literacy problems in a
bidirectional manner over time; second, that compared with SES, literacy-related cognitive entry
abilities are more directly linked to differences in early literacy development; third, that literacyrelated cognitive entry abilities are associated with Matthew effects in literacy achievement; and
fourth, that children who become classified as having a reading disorder exhibit greater inattentive
behaviours than normally developing readers. The results provided support for these hypotheses
and are consistent with the view that early reading problems stemming from initial weaknesses in
essential literacy-related skills are predictive of both inattentive behaviours and poor reading selfperceptions which become established and predict further impairments in reading in a reciprocally
interacting manner over time. Implications of the findings for early intervention programmes are
discussed.