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[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

Zeitschrift Fur Kinder- Und Jugendpsychiatrie Und Psychotherapie
|July 10, 2010
PubMed

Insights

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.
Abstract

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