Related Experiment Video
Updated: Jun 11, 2026
14:05
Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
Published on: January 23, 2017
[Relationship between phonological awareness and behavioral problems in preschool children]
Linda P Fröhlich1, Ute Koglin, Franz Petermann
1Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen, Grazer Strasse 6, DE - 28359 Bremen. lpf@uni-bremen.de
Summary
Preschoolers with poor phonological awareness exhibit more behavioral issues, including emotional and hyperactivity problems. This early link between phonological skills and behavior suggests a need for integrated support.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Child Psychiatry
Context:
- Phonological awareness is crucial for early literacy development.
- Comorbid disorders negatively impact children's development.
- The interplay between behavioral problems and phonological awareness is under-researched.
Purpose:
- To investigate if preschool children with phonological awareness difficulties exhibit behavioral problems.
- To assess the relationship between phonological awareness levels and behavioral strengths/difficulties in young children.
Summary:
- Preschoolers (N=188) were assessed for phonological awareness and behavioral issues using interviews and the Strengths and Difficulties Questionnaire (SDQ).
- Results revealed that children with lower phonological awareness demonstrated more emotional problems, hyperactivity, and peer difficulties.
- No significant gender differences were observed in the study findings.
Impact:
- Findings highlight that behavioral problems are present in preschoolers with low phonological awareness.
- This early association mirrors patterns seen in school-aged children with reading/writing difficulties and behavioral challenges.
- Emphasizes the importance of early identification and intervention for both literacy and behavioral development.
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