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Relations among student attention behaviors, teacher practices, and beginning word reading skill.

Title: Relations among student attention behaviors, teacher practices, and beginning word reading skill.
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Name(s): Sáez, Leilani, author
Folsom, Jessica Sidler, author
Al Otaiba, Stephanie, author
Schatschneider, Christopher, author
Type of Resource: text
Genre: Text
Date Issued: 2012-09-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.
Identifier: FSU_pmch_22207616 (IID), 10.1177/0022219411431243 (DOI), PMC3328644 (PMCID), 22207616 (RID), 22207616 (EID), 0022219411431243 (PII)
Grant Number: P50 HD052120, P50 HD052120-05, P50HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328644.
Subject(s): Adult
Attention/physiology
Child
Child, Preschool
Female
Humans
Language Tests
Male
Middle Aged
Models, Psychological
Predictive Value of Tests
Reading
Schools/manpower
Schools/organization & administration
Students/psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_22207616
Owner Institution: FSU
Is Part Of: Journal of learning disabilities.
1538-4780
Issue: iss. 5, vol. 45

Choose the citation style.
Sáez, L., Folsom, J. S., Al Otaiba, S., & Schatschneider, C. (2012). Relations among student attention behaviors, teacher practices, and beginning word reading skill. Journal Of Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_22207616