The Role of Sustained Attention and Display Medium in Reading Comprehension among Adolescents With and Without ADHD

Stern, Pnina; Shalev, Lilach

doi:10.1521/adhd.2013.21.6.6

Cited by 7 publications

(9 citation statements)

References 3 publications

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“…Since individuals with grade level adequate reading skills had surpassed these steps, they remained in the background compared to the points to which they paid attention. Previous studies have shown that poor readers were more focused and used their attention for word recognition and comprehension [22,14]. Previous studies have also shown that poor readers recognize written texts more slowly than good readers and take longer to understand them [8].…”

Section: Resultsmentioning

confidence: 99%

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The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

Yıldız¹,

Çetinkaya²

2017

ujer

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This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed, prosody, word recognition and comprehension, respectively. There is also a higher level of relationship between attention, reading speed and prosody. To improve good readers' prosodic reading skills and increase their reading speeds, attention-enhancing activities are needed.

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Section: Resultsmentioning

confidence: 99%

“…Children with attention deficit hyperactivity disorder (ADHD) have difficulty in these areas, and thus have problems with reading comprehension skills [22]. An earlier study by Rabiner [16] included children with no attention deficit and hyperactivity disorders (with normal development).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

Yıldız¹,

Çetinkaya²

2017

ujer

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“…Children and adolescents with ADHD cope with various diffi culties in every day functioning; however, very often the most negative effects of ADHD are refl ected in school settings. In this vein, one of the fundamentals of successful academic performance is competent reading comprehension, which is frequently one of the major struggles experienced by individuals with ADHD (Stern & Shalev, 2013 ). It has been found that diffi culties in sustaining attention on the text obstruct substantially its comprehension and the ability to report the main ideas among people with ADHD (Brock & Knapp, 1996 ;Ghelani, Sidhu, Umesh, & Tannock, 2004 ;Stern & Shalev, 2013 ).…”

Section: Attention and Cognitive Controlmentioning

confidence: 99%

“…In a very recent study with adolescents with ADHD signifi cant correlations were obtained between sustained attention and reading speed as well as reading comprehension. That is, the greater the impairment in sustained attention the lower the reading effi ciency (Stern & Shalev, 2013 ). Based on these fi ndings and on fi ndings from a pilot intervention study, it is possible that neurocognitive training such as the CPAT, which targets, amongst other things, sustained attention and executive control, is expected to lead to improved ability to focus attention on a given task for a long period of time, and in turn, to better academic skills such as reading and writing effi ciency.…”

Section: Attention Training: Computerized Progressive Attention Trainmentioning

confidence: 99%

“…This is a common obstacle among children with ADHD since many of them suffer from defi cient ability to maintain attention on task during long periods of time Shalev et al, In Press ;Stern & Shalev, 2013 ;Tsal et al, 2005 ) and it impedes their ability to stay focused on the training tasks and repeat them each training session. Hence, we suggest that a key factor in successful cognitive training is feedback that should elicit motivation, selfconfi dence and self-effi cacy.…”

Section: Feedback: a Key Factor In Cognitive Trainingmentioning

confidence: 99%

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Training of Cognitive Control in Developmental Disorders: Pitfalls and Promises

2016

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Attention and executive functions play a signifi cant role in different types of learning. Recent studies had shown that attention skills are greatly malleable. Specifi cally, a number of studies have evaluated the benefi t of cognitive treatments aimed at improving attention and executive functions of children with Attention Defi cit/Hyperactivity Disorder (ADHD). Although several studies did not fi nd positive far transfer effects (such as planning, selection of an appropriate strategy) in children with ADHD, more recent studies, which targeted simple attention and/or executive functions (such as, the ability to sustain attention over a long period of time, the ability to maintain information in working memory (WM)) showed encouraging effects. In summary, cognitive training as induced in different programs targeting specifi c neural systems mediating attention for children with developmental disorders has a promising potential to improve other skills of cognition and academic outcomes. However, in order to achieve this challenge it is essential to implement theory driven interventions, to strengthen the link between the core cognitive defi cits of each developmental disorder and to apply principles of cognitive training.

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Direct effects of visual skills and working memory on Chinese character reading in young children

Yang

Qiao

2021

Infant and Child Development

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The present study aimed to examine how visual skills, verbal working memory, visuospatial working memory, and other general cognitive skills (inhibitory control, attention, and decision speed) were simultaneously correlated with the early acquisition of reading among kindergarten children. A total of 99 Chinese children were tested individually on the Chinese character recognition task, the block design task, the digit span task, the visuospatial sketchpad task, the continuous performance task (CPT), the flanker task, and the choice reaction time task. The results showed that visual skills and working memory accounted for 15% of the unique variance in character reading, whereas other general cognitive skills, including decision speed, inhibitory control and attention, did not significantly explain the variance in character reading when visual skills and working memory were considered. Specifically, verbal working memory, rather than visuospatial working memory, explained the unique variance in children's learning of character reading. These findings highlighted that visual skills and verbal working memory were among the most important precursors of reading in children at the beginning stage of learning Chinese characters.

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The Role of Sustained Attention and Display Medium in Reading Comprehension among Adolescents With and Without ADHD

Cited by 7 publications

References 3 publications

The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

Training of Cognitive Control in Developmental Disorders: Pitfalls and Promises

Direct effects of visual skills and working memory on Chinese character reading in young children

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