Attention Deficit and Reading Achievement

Abstract

A model for estimating possible reciprocal relationships between attention deficit and reading achievement is proposed. This model is fitted to data for a birth cohort of New Zealand children studied at 10 and 12 years on measures of attention deficit and reading achievement. Model estimates suggest that at the age of 12 years the predominant direction of causality is that attention deficits influence reading achievement and there is no evidence to suggest that reading achievement influenced attention deficit levels. The implications of these findings are discussed.

Benefits of assistive reading software for students with attention disorders

“…Wood and Felton (1994) found that attention disorder had no measurable impact on word decoding; Fergusson and Horwood (1992) reported a contrary result. It is widely believed that attention difficulties have their primary impact on comprehension (Schulte, et al, 1999).…”

“…Estimates of the overlap range from 10 to 20% (Hinshaw, 1992) to 20 to 40% (DuPaul & Stoner, 1994). Although it can be argued that attention disorders and reading disabilities result from separate sets of cognitive deficits--phonological processing for reading disabilities and executive functioning deficits for attention disorders (Pennington, 1991)--attention disorders may make it more difficult for a child to learn to read, thereby causing the child to exhibit poor reading performance (Fergusson & Horwood, 1992;Rabiner & Coie, 2000).…”

Η Σχέση Μεταξύ Των Γλωσσικών Και Των Ψυχοκοινωνικών Δεξιοτήτων Των Μαθητών: Εκπαιδευτικές Προεκτάσεις

“…και βασίζεται εν μέρει στο θεωρητικό μοντέλο των Bar-On & Parker (2000), το οποίο αποτελείται από τις πέντε παραπάνω υποκλίμακες. Η υποκλίμακα των προβλημάτων συμπεριφοράς περιλαμβάνει διαπροσωπικές και ενδοπροσωπικές δεξιότητες, στην ύπαρξη των οποίων έχουν αναφερθεί οι Handwerk and Marshall (1998), καθώς και υπερκινητικότητα και δυσκολίες συγκέντρωσης (Ferguson & Horwood, 1992). Η Κλίμακα εκπαιδευτικών για την ψυχοκοινωνική προσαρμογή (Χατζηχρήστου κ. ά., 2008), δόθηκε στους εκπαιδευτικούς των αντίστοιχων παιδιών για να τη συμπληρώσουν.…”

Young children's use of causal connections during storytelling : The role of context and individual differences in attention.

“…Children in poverty tend to have lower attention skills than their more advantaged peers (Mezzacappa, 2004), which contributes to lower academic achievement (Breznitz & Norman, 1998;de Jong, 1993;Fergusson & Horwood, 1992). A recent study by Blair and Razza (2007) shows that the attentional skills of children living in poverty impact their math and literacy achievement.…”

“…The link between attention skills and causal understanding is suggested by research with children diagnosed with ADHD (Lorch, O'Neil et al, 2004;Lorch, Diener et al, 1999;Lorch, Sanchez et al, 1999) and research showing relations between attention and school achievement, in particular reading achievement Rabiner, Coie, & The Conduct Problems Prevention Research Group, 2000;Rapport, Scanlan, & Denney, 1999;de Jong, 1993;Fergusson & Horwood, 1992). No study has examined how the attention of children without diagnosed attention deficits influences causal understanding.…”