Literaturnachweis - Detailanzeige
| Autor/inn/en | Macdonald, Kelly T.; Barnes, Marcia A.; Miciak, Jeremy; Roberts, Greg; Halverson, Kelly K.; Vaughn, Sharon; Cirino, Paul T. |
|---|---|
| Titel | Sustained Attention and Behavioral Ratings of Attention in Struggling Readers |
| Quelle | In: Scientific Studies of Reading, 25 (2021) 5, S.436-451 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Macdonald, Kelly T.) ORCID (Miciak, Jeremy) ORCID (Cirino, Paul T.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-8438 |
| DOI | 10.1080/10888438.2020.1826950 |
| Schlagwörter | Attention; Student Behavior; Grade 4; Grade 5; Reading Skills; Reading Difficulties; Reading Fluency; Reading Comprehension; Attention Deficit Hyperactivity Disorder; Elementary School Students; Correlation; Accuracy; Short Term Memory; Vocabulary; Word Recognition; Student Characteristics; Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests; Kaufman Brief Intelligence Test |
| Abstract | Attention is correlated with reading, but the extent to which behavioral ratings and sustained attention relate to reading skills is unclear. We assessed 245 fourth and fifth grade struggling readers (mean age = 10.3 years) on behavioral ratings of attention, sustained attention, and reading over a school year. Contributions of behavioral ratings and sustained attention were considered cross-sectionally and longitudinally in the context of other important predictors of reading. Results suggest that sustained measures and behavioral ratings assess distinct, yet overlapping, aspects of attention. Both types of attention accounted for unique variance in comprehension, but not word reading accuracy or fluency, when evaluated cross-sectionally. Results also support the role of behavioral ratings of attention in fluency and in comprehension growth. Findings suggest that multidimensional assessment of attention is useful when considering its relation to reading, and highlight the need to integrate conceptualizations of attention that arise from different theoretical approaches. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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