Examining the role of attention and instruction in at-risk kindergarteners: electrophysiological measures of selective auditory attention before and after an early literacy intervention.
Examining the role of attention and instruction in at-risk kindergarteners: electrophysiological measures of selective auditory attention before and after an early literacy intervention.
复制标题
检查注意力和指导在高危幼儿园儿童中的作用：早期识字干预前后选择性听觉注意力的电生理措施。
DOI：
10.1177/0022219411417877
复制
发表时间：
2013
影响因子：
3
通讯作者：
Neville,Helen
中科院分区：
文献类型：
--
作者：
Stevens,Courtney;Harn,Beth;Chard,DavidJ;Currin,Jeff;Parisi,Danielle;Neville,Helen
Several studies report that adults and adolescents with reading disabilities also experience difficulties with selective attention. In the present study, event-related brain potentials (ERPs) were used to examine the neural mechanisms of selective attention in kindergarten children at risk for reading disabilities (AR group,n= 8) or on track in early literacy skills (OT group,n= 6) across the first semester of kindergarten. The AR group also received supplemental instruction with the Early Reading Intervention (ERI). Following ERI, the AR group demonstrated improved skills on standardized early literacy measures such that there were no significant differences between the AR and OT groups at posttest or winter follow-up. Analysis of the ERP data revealed that at the start of kindergarten, the AR group displayed reduced effects of attention on sensorineural processing compared to the OT group. Following intervention, this difference between groups disappeared, with the AR group only showing improvements in the effect of attention on sensorineural processing. These data indicate that the neural mechanisms of selective attention are atypical in kindergarten children at risk for reading failure but can be improved by effective reading interventions.
