Attention problems are associated with lower preliteracy and language scores in preschoolers, controlling for aggression and social skills¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2012 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Teacher-rated attention problems were associated with both lower preliteracy and lower language scores controlling for aggression and social skills. → Arnold 2012
Evidence¶
Arnold 2012¶
Arnold, D. H., Kupersmidt, J. B., Voegler-Lee, M. E., & Marshall, N. (2012). The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2011.12.009
q3 · i? · associational · r3
HLM analysis of 467 preschoolers nested in 84 classrooms regressed each academic outcome on inattention, aggression, and social skills. The article reports "Attention problems were associated with both lower preliteracy and lower language scores, controlling for aggression and social skills" (Table 3 standardized weights).
"Attention problems were associated with both lower preliteracy and lower language scores, controlling for aggression and social skills."
Discussion¶
Learner Variables¶
- Attention — predictor: learners who differ on it differ in outcomes
- Oral Language — outcome: instruction changes it
Related Claims¶
- Aggression is not a unique predictor of preschool academic development once attention problems and social skills are controlled — related
- Preschoolers' social skills are related to preliteracy, language, and mathematics development controlling for attention and aggression problems — related
- Teacher-rated behavioral inattention was not uniquely predictive of any grade 1 math outcome despite significant zero-order correlations — related
- Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes — related
- Children's positive feelings about school attenuate the relationship between aggression and academic development — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
attention-problems-predict-poorer-emergent-academics |
title |
Attention problems are associated with lower preliteracy and language scores in preschoolers, controlling for aggression and social skills |
description |
Attention problems are associated with lower preliteracy and language scores in preschoolers, controlling for aggression and social skills |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — arnold-2012 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.