Teacher-rated attention does not significantly predict first-grade listening comprehension growth among at-risk readers¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2014 · checked against its sources 2026-10-20 (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? Pre-treatment attention, hyperactivity, and backward digit recall were not significant predictors of first-grade listening comprehension growth; listening comprehension, matrix reasoning, and vocabulary were. → 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
Same multivariate path analysis of at-risk first graders (model fit reported with N = 124; 110 completed all phases through third grade). For listening comprehension growth, significant predictors were matrix reasoning, pre-treatment listening comprehension, and vocabulary; attention was not significant. The text reports bootstrapped 95% confidence intervals and gives the standardized path coefficients only in its path diagram (Figure 2), so impact is coded i?; equivalence was not tested.
"For growth in listening comprehension, the significant predictors were pre-treatment matrix reasoning (CI = .10 to .37), listening comprehension (CI = −.63 to −.37), and vocabulary (CI = .01to .21). Pre-treatment attention, hyperactivity, and backward digit recall were not significant predictors of first grade listening comprehension growth."
Discussion¶
Learner Variables¶
- Attention — predictor: learners who differ on it differ in outcomes
- Oral Language — outcome: instruction changes it
Related Claims¶
- 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
- Attention is more strongly associated with reading and cognitive measures than hyperactivity, which correlates mainly with phonemic decoding and memory — related
- Third-grade reading comprehension is predicted by third-grade word reading and listening comprehension, with no direct attention effect — related
- Teacher ratings of language and reading skills correlate significantly with PSP-1 total scores, whereas grade point average does not
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
attention-not-predict-listening-comprehension-growth |
title |
Teacher-rated attention does not significantly predict first-grade listening comprehension growth among at-risk readers |
description |
Teacher-rated attention does not significantly predict first-grade listening comprehension growth among at-risk readers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-20 |
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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