The impact of early classroom inattention on phonological processing and word-reading development

Dittman, Cassandra K. (2013) The impact of early classroom inattention on phonological processing and word-reading development. Journal of Attention Disorders, 20 8: 653-664. doi:10.1177/1087054713478979


Author Dittman, Cassandra K.
Title The impact of early classroom inattention on phonological processing and word-reading development
Journal name Journal of Attention Disorders   Check publisher's open access policy
ISSN 1557-1246
1087-0547
Publication date 2013-03-08
Year available 2013
Sub-type Article (original research)
DOI 10.1177/1087054713478979
Volume 20
Issue 8
Start page 653
End page 664
Total pages 13
Place of publication Thousand Oaks, CA, United States
Publisher Sage Publications
Collection year 2014
Language eng
Formatted abstract
Objective: The present study investigated the longitudinal relationships between inattention, phonological processing and
word reading across the first 2 years of formal reading instruction. Method: In all, 136 school entrants were administered
measures of letter knowledge, phonological awareness, phonological memory, rapid naming, and word reading at the start
and end of their 1st year of school, and the end of their 2nd year, while teachers completed rating scales of inattention.
Results: School entry inattentiveness predicted unique variance in word reading at the end of first grade, after controlling
for verbal ability, letter knowledge, and phonological processing. End-of-first-grade inattention predicted a small but
significant amount of unique variance in second-grade word reading and word-reading efficiency. Inattention, however,
was not a reliable predictor of phonological processing in either first or second grade. Conclusion: Early classroom
inattentiveness influences learning to read independent of critical developmental precursors of word-reading development.
Keyword Inattention
Phonological processing
Reading development
School entrants
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online 8 March 2013

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Psychology Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 2 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Tue, 09 Apr 2013, 15:17:08 EST by Dr Cassandra Karlie Dittman on behalf of School of Psychology