Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

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Autor/inn/en	Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William
Titel	Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence
Quelle	In: Journal of Learning Disabilities, 50 (2017) 4, S.434-449 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415617167
Schlagwörter	Correlation; Attention Control; Executive Function; Multiple Regression Analysis; Oral Language; Literacy; Alphabets; Factor Analysis; Learning Disabilities; Comparative Analysis; Handwriting; Parent Attitudes; Cognitive Ability; Memory; Language Processing; Inhibition; Prediction; Elementary School Students; Grade 4; Grade 9; High School Students; Language Acquisition; Attention Deficit Hyperactivity Disorder; Clinical Diagnosis; Spelling; Syntax; Metacognition; Children; Intelligence Tests; Achievement Tests; Cognitive Tests; Language Tests; Reading Comprehension; Cognitive Processes; Wechsler Intelligence Scale for Children; Woodcock Johnson Psycho Educational Battery; Clinical Evaluation of Language Functions; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Korrelation; Aufmerksamkeitstest; Oral interpretation; Mündlicher Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Buchstabenschrift; Faktorenanalyse; Learning handicap; Lernbehinderung; Handschrift; Elternverhalten; Denkfähigkeit; Gedächtnis; Sprachverarbeitung; Hemmung; Vorhersage; School year 04; 4. Schuljahr; Schuljahr 04; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachaneignung; Spracherwerb; Schreibweise; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Child; Kind; Kinder; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Language test; Sprachtest; Leseverstehen; Cognitive process; Kognitiver Prozess; WIAT; Eignungsprüfung; Eignungstest
Abstract	Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language. Sustaining switching attention correlated with writing the alphabet from memory in manuscript or by keyboard and fast copying of a sentence with all the letters of the alphabet. Multiple regressions based on a principal component for composites of multiple levels of language (subword, word, and syntax/text) showed that measures of attention and executive function involving language processing rather than ratings of attention and executive function not specifically related to language accounted for more variance and identified more unique predictors in the composite outcomes for oral language, reading, and writing systems. Inhibition related to focused attention uniquely predicted outcomes for the oral language system. Findings are discussed in reference to implications for assessing and teaching students who are still learning to pay attention to heard and written language and self-regulate their language learning during middle childhood and adolescence. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01