Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

Autor/inn/en	Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle Peterson
Titel	Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers
Quelle	In: Journal of Research on Educational Effectiveness, 7 (2014) 3, S.232-249 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2014.906691
Schlagwörter	Attention; Longitudinal Studies; Reading; Reading Comprehension; At Risk Students; Student Behavior; Reading Instruction; Grade 1; Grade 3; Reading Difficulties; Response to Intervention; Path Analysis; Elementary School Teachers; Reading Achievement; Phonological Awareness; Vocabulary; Listening Comprehension; Hyperactivity; Nonverbal Ability; Logical Thinking; Short Term Memory; Elementary School Students; Prediction; Iowa Tests of Basic Skills; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseprozess; Lesen; Leseverstehen; Student behaviour; Schülerverhalten; Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Reading difficulty; Leseschwierigkeit; Pfadanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseleistung; Wortschatz; Hörverständnis; Hyperaktivität; Kurzzeitgedächtnis; Vorhersage
Abstract	The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students' word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers' responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students' attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10