Relationship of preschool receptive language, phonological processing, and behavioural/emotional adjustment with kindergarten reading in Australia children

This paper reports on a study which examined the relationship of preschool receptive language, phonological processing, and behavioural / emotional adjustment with kindergarten reading. The subjects were 90 children from preschools in the Lower Hunter Valley in New South Wales, Australia. Measures of receptive language and phonological processing, and parent and teacher ratings of behavioural / emotional adjustment were obtained while the children were at preschool (for 4-year-olds). Testing of children reading was conducted a year later when the children were in kindergarten. The results reported in this paper focus on relationship between the behavioural / emotional adjustment measures and the reading-related measures. In one analysis children were classified as well-adjusted or poorly-adjusted.