Literacy Progress in Children with Dyslexia and the Role of Attention

Autor/inn/en	Walda, Sietske; van Weerdenburg, Marjolijn; van der Ven, Ad; Bosman, Anna
Titel	Literacy Progress in Children with Dyslexia and the Role of Attention
Quelle	In: Reading & Writing Quarterly, 38 (2022) 1, S.19-32 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walda, Sietske) ORCID (van Weerdenburg, Marjolijn) ORCID (van der Ven, Ad) ORCID (Bosman, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1897910
Schlagwörter	Dyslexia; Students with Disabilities; Literacy Education; Attention; Reading Skills; Remedial Reading; Attention Control; Spelling; Inhibition; Foreign Countries; Elementary School Students; Decoding (Reading); Reading Rate; Netherlands + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Aufmerksamkeit; Reading skill; Lesefertigkeit; Leseförderung; Aufmerksamkeitstest; Schreibweise; Hemmung; Ausland; Dekodierung; Reading readiness; Reading speed; Lesegeschwindigkeit; Niederlande
Abstract	The main focus of this study was the role of attention in children with dyslexia (n = 137), who participated in a literacy-remediation program. Prior to and during four assessment moments (pretest and follow-ups 1-3), the attentional skill was assessed using the Attention Concentration Test (ACT). The ACT provides two measures for attentional skill, namely, working speed and distraction time. Working speed, unlike distraction time, was related to word and text decoding, and spelling (i.e., literacy level). Children who had high scores on working speed were more likely to perform better on all three literacy measures. Thus, working speed is related to literacy "level." Literacy "progress," the improvement due to the remediation was not affected by attentional skill. An unexpected finding was that a substantial number of children with dyslexia were unable to complete the ACT task without making errors. The same task administered to a younger group of readers without dyslexia proved that the task was not too difficult for this age sample. Attentional skill, albeit related to literacy skill, had no differential effect on remediation. All children profited equally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01