Early attention problems and children's reading achievement: A longitudinal investigation
Early attention problems and children's reading achievement: A longitudinal investigation
复制标题
DOI：
10.1097/00004583-200007000-00014
复制
发表时间：
2000-07-01
影响因子：
13.3
通讯作者：
Coie, JD
中科院分区：
文献类型：
--
作者：
Rabiner, D;Coie, JD
目的：确定注意问题是否能预测阅读困难的发展，并检验注意问题筛查在识别有阅读不良风险的儿童方面是否具有实用价值。方法：对387名幼儿园至五年级儿童进行监测。在多个时间点对注意力问题和阅读成绩进行标准化评估。结果：在控制了先前的阅读成绩、智商和其他行为困难后，注意问题预测了阅读成绩。幼儿园毕业后阅读成绩正常但注意力不集中的一年级学生的阅读成绩较差。结论：注意问题在某些儿童的阅读困难发展中起着重要作用，对注意问题进行筛查有助于识别存在阅读困难风险的儿童。
Objectives: To determine whether attention problems predict the development of reading difficulties and examine whether screening for attention problems could be of practical value in identifying children at risk for reading underachievement. Method: Three hundred eighty-seven children were monitored from kindergarten through fifth grade. Standardized assessments of attention problems and reading achievement were conducted at multiple time points. Results: Attention problems predicted reading achievement even after controlling for prior reading achievement, IQ, and other behavioral difficulties. Inattentive first graders with normal reading scores after kindergarten were at risk for poor reading outcomes. Conclusions: Attention problems play an important role in the development of reading difficulties for some children, and screening for attention problems may help identify children at risk for reading difficulties.