Sustained Attention, Not Procedural Learning, Is a Predictor of Reading, Language and Arithmetic Skills in Children

Autor/inn/en	West, Gillian; Shanks, David R.; Hulme, Charles
Titel	Sustained Attention, Not Procedural Learning, Is a Predictor of Reading, Language and Arithmetic Skills in Children
Quelle	In: Scientific Studies of Reading, 25 (2021) 1, S.47-63 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (West, Gillian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1750618
Schlagwörter	Attention Control; Learning Processes; Predictor Variables; Reading Skills; Language Skills; Mathematics Skills; Arithmetic; Children; Elementary School Students; Foreign Countries; Developmental Disabilities; Memory; Reading Difficulties; Language Impairments; Grammar; Reaction Time; Sequential Learning; United Kingdom (London) + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Learning process; Lernprozess; Prädiktor; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Child; Kind; Kinder; Ausland; Entwicklungsstörung; Gedächtnis; Reading difficulty; Leseschwierigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Grammatik; Reaktionsvermögen; Didaktische Sequenzierung; Lernsequenz
Abstract	The procedural deficit hypothesis claims that impaired procedural learning is a causal risk factor for developmental dyslexia and developmental language disorder. We investigated the relationships between measures of basic cognitive processes (declarative learning, procedural learning and attention) and measures of attainment (reading, grammar and arithmetic) in a large sample of 7- and 8-year-old children. A latent variable path model showed that verbal declarative memory skills predicted attainment but were not significantly related to attention. Procedural learning was only weakly related to measures of attainment and attention assessed during the procedural learning task accounted entirely for its relationship with measures of attainment. Our results challenge the procedural deficit hypothesis of reading and language disorders, but suggest that attentional skills (rather than procedural learning ability per se) may be an important predictor of reading, arithmetic and grammatical skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01