Attention is more strongly associated with reading and cognitive measures than hyperactivity, which correlates mainly with phonemic decoding and memory¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i3large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q3 i3 Attention and hyperactivity were highly correlated (r = .69, p < .001), but attention correlated more highly with each cognitive, literacy, and language measure than hyperactivity did. → 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 · i3 · associational · r2
Correlational analysis of pre-treatment behavior, cognitive, literacy, and language variables (Table 3) in the sample of at-risk first graders. Attention correlated significantly and positively with all pre-treatment variables and with third-grade sight word reading and reading comprehension, but not third-grade listening comprehension; r = .69 between the two behavior ratings.
"With respect to the behavior variables, attention and hyperactivity were highly correlated (r = .69, p < .001). Relative to hyperactivity, attention was more highly correlated with each of the other cognitive, literacy, and language measures."
Discussion¶
Related Claims¶
- Automatic word recognition frees resources for comprehension — related
- Behavioral inhibition (dCPT) performance is strongly and significantly correlated with vocabulary and receptive language outcomes in prelingually deaf children with cochlear implants — related
- Teacher-rated attention does not significantly predict first-grade listening comprehension growth among at-risk readers — related
- Third-grade reading comprehension is predicted by third-grade word reading and listening comprehension, with no direct attention effect — related
- Fall RRRP scores are significantly associated with working memory and attention measures, and its wait-for-go score with inhibitory-control ratings, in third graders — related
- 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 — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
attention-more-associated-reading-than-hyperactivity |
title |
Attention is more strongly associated with reading and cognitive measures than hyperactivity, which correlates mainly with phonemic decoding and memory |
description |
Attention is more strongly associated with reading and cognitive measures than hyperactivity, which correlates mainly with phonemic decoding and memory |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
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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