Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool‐aged children

Abstract

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 1½–5 (CBCL/1½–5). 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.

Keywords:

• attention
• preschool
• gender
• language
• academic readiness

Acknowledgements

An earlier version of this manuscript was presented at the 2003 meeting of the Society for Research in Child Development, Tampa, FL. We would like to thank the families who participated in the study. We acknowledge Siobhan Budwey and Kimberly Siracuse for their assistance with data collection and scoring.