The relationships between oral reading fluency, sustained attention, working memory, and text comprehension in the third‐grade students

Kocaarslan, Mustafa

doi:10.1002/pits.22641

Cited by 7 publications

(2 citation statements)

References 95 publications

(174 reference statements)

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“…In primary school, children learn to master multiple reading skills in order to recognize words (Acha et al, 2023 ; Torgesen et al, 1997 ). Children need to shift their attention quickly between reading skills for fluent reading (Kocaarslan, 2022 ; Schwanenflugel et al, 2004 ). Thus, attention shifting plays an important role in children’s word reading.…”

Section: Introductionmentioning

confidence: 99%

The effect of attention shifting on Chinese children’s word reading in primary school

Zhou,

Jiang

2024

Psicol. Refl. Crít.

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Background This study explored the effects of attention shifting on Chinese children’s word reading. Objective The sample consisted of 87 fourth-grade children from Shaoxing City, China. Methods The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. Results The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p = .011). Attention shifting did not affect children’s word reading accuracy. Short conclusion These findings suggest that attention shifting is significantly associated with children’s word reading. Educators should focus on developing children’s attention shifting to improve their word reading ability.

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Section: Introductionmentioning

confidence: 99%

The effect of attention shifting on Chinese children’s word reading in primary school

Zhou,

Jiang

2024

Psicol. Refl. Crít.

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“…Musicians exhibit better semantic performance compared to non-musicians, and there is a relationship between those scores and processing of melodic elements of music (Yu et al, 2017). Further, prosody (the melody of speech) mediates the relationship between working memory and text comprehension (Kocaarslan 2021).…”

Section: Introductionmentioning

confidence: 99%

Parental education influences reading but not rhythm matching in children

Solorzano-Restrepo¹,

Thakkar²,

Engelhart³

et al. 2022

Preprint

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Purpose: Dyslexia is a common neurodevelopmental disorder diagnosed by failure to develop fluent reading and linked to genetic and environmental risk factors. Interestingly, individuals with dyslexia may also exhibit difficulties in rhythm processing as evidence suggests a relationship between rhythm matching and reading skills. Although parental education (PE) is a strong predictor of reading outcomes, it is unclear if PE also impacts rhythm skills. Therefore, the current study evaluated the potential impact of PE on rhythm skills in children, and whether rhythm skills affect the impact of PE on reading.Method: We enrolled 68 American children (7 to 12 years old) to complete an online assessment of reading ability and several virtual activities at their own pace, including a rhythm matching task. Results: We replicated prior studies reporting significant correlations between PE and reading skills, and partially replicated prior findings of a relationship between reading and rhythm matching skills. Interestingly, we found no correlation between rhythm matching and PE. Further, we found that rhythm did not influence the relationship between PE and reading. Our results suggest that while PE is significantly correlated with reading outcomes in young children, PE may not similarly influence rhythm matching.Conclusions: Overall, these results suggest that there is no relationship between rhythm matching skills and PE, two well-documented reading predictors. These findings may have implications for understanding the development of music language and music and provides support for early rhythm-based interventions in children at risk for reading failure.

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Cognitive predictors of oral reading miscues in the text reading process in a transparent orthography: Working memory and visual retention

Kocaarslan

Erden-Kocaarslan

2022

Curr Psychol

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The relationships between oral reading fluency, sustained attention, working memory, and text comprehension in the third‐grade students

Cited by 7 publications

References 95 publications

The effect of attention shifting on Chinese children’s word reading in primary school

The effect of attention shifting on Chinese children’s word reading in primary school

Parental education influences reading but not rhythm matching in children

Cognitive predictors of oral reading miscues in the text reading process in a transparent orthography: Working memory and visual retention

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