The Relations Among Executive Dysfunction, Delay Aversion and Phonemic Awareness in Proschoolers

The Dual Pathways theory of AD/HD explains that there may be two independent neurologically based pathways in which AD/HD may develop: executive dysfunction (EDF) and delay aversion (DAv). A separate line of research has linked AD/HD to early reading problems. The purpose of this study was to further explore the two pathways of AD/HD in relation to the development of early literacy skills. More specifically, the relationship between EDF and DAv in preschoolers and phonemic awareness ability was examined. Using a hierarchical regression, it was indicated that there was a statistically significant relationship between EDF scores and levels of inattention as rated by teachers. Teacher-rated hyperactivity/impulsivity was also significantly correlated with our early literacy outcome measure, indicating a possible connection between these two variables. No significant relationships emerged between EDF or DAv and the early literacy measure. Future research should explore the role of teacher-reported inattention as a potential mediator of EDF and preliteracy development. Lastly, a third pathway has recently been proposed; the pathways model should be explored further using multiple measures for each to determine potential relationships with common functional impairments such as literacy development.  M.A

The Relations Among Executive Dysfunction, Delay Aversion and Phonemic Awareness in Proschoolers

The Dual Pathways theory of AD/HD explains that there may be two independent neurologically based pathways in which AD/HD may develop: executive dysfunction (EDF) and delay aversion (DAv). A separate line of research has linked AD/HD to early reading problems. The purpose of this study was to further explore the two pathways of AD/HD in relation to the development of early literacy skills. More specifically, the relationship between EDF and DAv in preschoolers and phonemic awareness ability was examined. Using a hierarchical regression, it was indicated that there was a statistically significant relationship between EDF scores and levels of inattention as rated by teachers. Teacher-rated hyperactivity/impulsivity was also significantly correlated with our early literacy outcome measure, indicating a possible connection between these two variables. No significant relationships emerged between EDF or DAv and the early literacy measure. Future research should explore the role of teacher-reported inattention as a potential mediator of EDF and preliteracy development. Lastly, a third pathway has recently been proposed\; the pathways model should be explored further using multiple measures for each to determine potential relationships with common functional impairments such as literacy development