In an observational path model of at-risk readers, first-grade attention had no significant direct path to third-grade reading comprehension but a significant indirect path through word reading, not listening comprehension¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2014 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? There was no significant direct effect of pre-treatment attention on grade 3 reading comprehension; the only significant indirect path ran through grade 1 sight word reading growth and grade 3 sight word reading. → Miller Amanda C. 2014
Evidence¶
Miller Amanda C. 2014¶
Miller Amanda C., Fuchs Douglas, Fuchs Lynn S., Compton Donald L., Kearns Devin, Zhang Wenjuan, Yen Loulee, Patton Samuel, Kirchner Danielle. (2014). Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers. Journal of Research on Educational Effectiveness, 7(3), 232-249. https://doi.org/10.1080/19345747.2014.906691
q3 · i? · associational · r2
Bias-corrected bootstrap tests (5,000 samples) of indirect effects from grade 1 attention to grade 3 reading comprehension in the path model of 124 at-risk first graders (110 completed all phases through grade 3; missing data handled by full-information maximum likelihood). Table 4 reports standardized indirect effects: the specific indirect effect through SW growth and grade 3 SW was .06 (CI = .01 to .12), and the total indirect effect was .11 (CI = −.03 to .26); paths through listening comprehension were not significant. These are standardized path products, not a d/g-type effect size, so no impact code is assigned.
"Only one indirect path was significant: Attention indirectly influenced grade 3 reading comprehension through its contribution to growth in sight word reading and grade 3 sight word reading."
Discussion¶
Learner Variables¶
- Decoding — predictor: learners who differ on it differ in outcomes
- Oral Language — predictor: learners who differ on it differ in outcomes
- Reading and Language — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Third-grade reading comprehension is predicted by third-grade word reading and listening comprehension, with no direct attention effect — related
- Teacher-rated behavioral attention significantly predicts first-grade word reading growth among at-risk readers receiving intensive one-on-one intervention, controlling for literacy, language, cognitive, and behavioral covariates — related
- Teacher-rated attention does not significantly predict first-grade listening comprehension growth among at-risk readers — related
- Attention is more strongly associated with reading and cognitive measures than hyperactivity, which correlates mainly with phonemic decoding and memory — related
- The treatment effect on domain-specific reading comprehension was indirect-only: the direct path from treatment to comprehension was not significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
attention-indirect-effect-comprehension-via-word-reading |
title |
In an observational path model of at-risk readers, first-grade attention had no significant direct path to third-grade reading comprehension but a significant indirect path through word reading, not listening comprehension |
description |
In an observational path model of at-risk readers, first-grade attention had no significant direct path to third-grade reading comprehension but a significant indirect path through word reading, not listening comprehension |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — miller-amanda-c-2014 |
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