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

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.     

注意品质与篮球裁判员判罚准确性的关系

根据运动心理学关于注意品质的理论,揭示注意品质在篮球裁判员心理素质中的重要地位,它与临场判罚的准确性有着密切关系.     

ADHD and academic attainment: Is there an advantage in impulsivity?

Pupils diagnosed with ADHD and pupils with ADHD symptoms tend to do less well at school than their symptom-free peers. This has been found to be particularly true for predominantly inattentive pupils. This paper aimed to establish the relative importance of inattention, hyperactivity and impulsivity to the academic progress of young children. A large dataset which held children's reading and maths attainment at the end of their first year at school, as well as teachers' ratings of ADHD-related behaviours based on the DSM-IV criteria was analysed. Inattention was strongly linked to under-attainment whilst impulsivity was positively related to attainment for similar levels of inattention. The item “Blurts out answers” on the teachers' rating scale was particularly important. When impulsivity acted as an overt sign of cognitive engagement it seemed to have a positive function. This raises questions about the inclusion of the “blurting out” item in the ADHD DSM criteria.     

谈篮球专业运动员与其它专业运动员注意品质的差异

注意品质是掌握各种技术动作的重要心理因素,并且只有具备了良好的运动注意品质,才能在学习和完成精确复杂的探作过程中收到事半功倍的效果。因此,提高运动注意品质是运动员必须要做的,以达到能源的"节省化"。     

不同锻炼项目及强度对男大学生视觉选择反应时注意分配和手臂稳定性的影响

使用北京博达电子公司生产的DDX一200型电脑多功能心理生理能力测试康复仪,测试被测的视觉选择反应时,视觉注意分配和手臂稳定性等指标的数据并进行实验前后比较。选择男大学生为研究对象,采用实验研究方法,以不同强度、项目的身体锻炼为干预手段,对男大学生心理健康中的2个认知指标1个情绪指标的影响进行实验研究,以期为大学生科学健身、健心和高校体育改革与发展提供一些参考。研究结果显示:(1)小强度身体锻炼对男大学生视觉选择反应时、视觉注意分配、手臂稳定性等促进作用较小,而中等强度身体锻炼对3项指标的影响较大。(2)身体锻炼的心理效应受锻炼项目的影响。乒乓球、跆拳道效果更有利于心理健康认知指标成绩的提高;跑步的锻炼作用则较弱。乒乓球和跆拳道的锻炼比慢跑锻炼更具心理效益。     

I've Heard That Before: Habituation of the Orienting Response Follows Repeated Presentation of Auditory Structural Features in Radio

Research has used the cardiac orienting response (OR) to show that structural changes in the auditory environment cause people to briefly but automatically pay attention to messages such as radio broadcasts, podcasts, and web streaming. The voice change—an example of an auditory structural feature—elicits orienting across multiple repetitions. This article reports two experiments designed to investigate whether automatic attention allocation to repeated instances of other auditory structural features—namely production effects, jingles, and silence—is a robust phenomenon or if repetition leads to habituation. In Study 1 we show that listeners of a simulated radio broadcast exhibit ORs following the onset of auditory structural features that differ in semantic content. The prediction that listeners would not habituate to feature repetition was not supported. Instead, both jingles and synthesized production effects result in more iconic ORs to the second repetition compared with the first. However, orienting significantly diminished following the third repetition of both. Study 2 replicates this result using multiple repetitions of structural features containing identical semantic content.     

Attentional cuing in math word problems for girls at-risk for ADHD and their peers in general education settings

The purpose of this theoretically-based study was to examine the effects of yellow-highlighting ‘relevant’ words and units within math word problems. Initial differences were documented between 10 girls at-risk for ADHD and 10 comparisons on the performance of group and individual assessments of math computations and word problems, as had previously been reported for boys. To address these deficits (faster speed and lower accuracy) for the at-risk group, these fourth-grade girls were randomly assigned word problems under two experimental conditions (highlight vs. nohighlight) within a counterbalanced condition- and form-order design. Intervention gains were (a) slower rate of performance, (b) decreased off-task behavior, and (c) improved problem solving performance, differentially for girls at-risk for ADHD when their materials were first presented with highlighting – the effects of which carried over to a non-highlight condition. The theoretical, practical, and future research implications of this study are addressed.     

Relations between preschool attention span-persistence and age 25 educational outcomes

This study examined relations between children's attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children's age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children's early attention span-persistence for later school achievement and educational attainment.     

The advantages of an ADHD classification from the perspective of teachers

ABSTRACT

In Western countries, the number of ADHD diagnoses and medical treatments of children has risen spectacularly over the last decennia, as has the amount of criticism about this trend. Various studies have shown that children receiving an ADHD classification often follow from initial signals that were raised in a school context. Hence, it becomes important to investigate precisely what advantages attach to ADHD classification in educational practice. In this qualitative study, 30 teachers were interviewed about their experiences and views of ADHD. The results suggest that a small number of interviewees sees no advantages to ADHD classification: the classification does not practically help them as teachers, they are familiar with the drawbacks of ADHD classification, and they take issue with the idea of labelling children. The greater number of interviewees, however, suggest ambivalence about ADHD classification: they are aware of its drawbacks while experiencing mainly advantages. According to the interviewees, ADHD classification explains undesirable behaviours and disappointing academic achievement. Classification thereby removes blame from pupils, parents and teachers, and so can be a starting point for productive agreement and collaboration. We will discuss the implications of these findings in the light of the concept of reification, child-centred problematisation and the development of more inclusive education.