Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers.
Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers.
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DOI：
10.1080/19345747.2014.906691
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发表时间：
2014-07-01
影响因子：
1.8
通讯作者：
Kirchner D
中科院分区：
文献类型：
--
作者：
Miller AC;Fuchs D;Fuchs LS;Compton DL;Kearns D;Zhang W;Yen L;Patton S;Kirchner D
本研究的目的是探讨教师行为注意力的评价在多大程度上预测了一年级和三年级阅读理解成绩中对单词阅读教学的反应。参与者是110名一年级学生，他们被确定为有阅读困难的风险，接受了20周的强化阅读干预，并结合课堂阅读指导。路径分析表明，教师对学生注意力的评价显着预测学生的字阅读增长在一年级，即使他们对其他相关的预测（语音意识，非字阅读，视觉字的效率，词汇，听力理解，多动症，非言语推理，短期记忆）竞争。此外，学生的注意力表现出显着的间接影响三年级阅读理解通过文字阅读，但不是通过听力理解。结果表明，学生的注意力（由教师评分索引）是一个重要的预测风险读者的反应阅读指令在一年级和一年级阅读的增长介导学生的注意力和他们的未来水平之间的关系阅读理解。讨论了在实施阅读教学时考虑如何管理和提高行为注意的重要性。
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.
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