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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pre-treatment teacher ratings of attention were a significant predictor of first-grade sight word reading growth alongside sound matching and vocabulary, while hyperactivity, phonological decoding, backward digit recall, and matrix reasoning were not. → 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

Multivariate path analysis (Mplus, FIML, bootstrapped 95% CIs with 5,000 draws) of 110 at-risk first graders who completed 20 weeks of one-on-one decoding/fluency tutoring plus classroom instruction. Attention was a significant predictor of sight word reading growth (CI = .86 to 4.42); hyperactivity and other covariates were not significant. No standardized effect size was printed.

"For growth in sight word reading, the significant predictors were pre-treatment sound matching (CI = .11 to .92), attention (CI = .86 to 4.42), and vocabulary (CI = −.54 to −.06). Pre-treatment sight word reading, phonological decoding, hyperactivity, backward digit recall, and matrix reasoning were not significant predictors of first grade growth in sight word reading."

Discussion¶

Learner Variables¶

• Attention — predictor: learners who differ on it differ in outcomes
• Decoding — 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 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
• Attention is more strongly associated with reading and cognitive measures than hyperactivity, which correlates mainly with phonemic decoding and memory — related