Trial reportJournal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 532015
The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students.
Trial report in Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 33 citations in OpenAlex.
- Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.Journal of consulting and clinical psychology · 2017Trial
- Performance on an attention test is positively related to reading but negatively related to watching TV and playing video games in children.BMC pediatrics · 2025Observational
- Latent profiles as predictors of response to instruction for students with reading difficulties.Journal of educational psychology · 2024Article
- Properties of white matter tract diffusivity in children with developmental dyslexia and comorbid attention deficit/hyperactivity disorder.Journal of neurodevelopmental disorders · 2023Article
- Exploring reading profiles of rural school students.Annals of dyslexia · 2023Article
- An Evaluation of the Structure of Attention in Adolescence.Developmental neuropsychology · 2023Article
- Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties.Remedial and special education : RASE · 2021Article
- Sustained attention and behavioral ratings of attention in struggling readers.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2021Article
- Executive Function: Association with Multiple Reading Skills.Reading and writing · 2019Article
- Functional Connectivity of Attention, Visual, and Language Networks During Audio, Illustrated, and Animated Stories in Preschool-Age Children.Brain connectivity · 2019Article
- Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention.Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children · 2015Article
- Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study.Journal of learning disabilitiesArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 4 institutions in 1 country.
Funding
Abstract
The purpose of the study was to estimate the impact of reading intervention on ratings of student attention over time. We used extant data from a longitudinal randomized study of a response-based reading intervention to fit a multiple-indicator, multilevel growth model. The sample at randomization was 54% male, 18% limited English proficient, 85% eligible for free or reduced-price lunch, 58% African American, and 32% Hispanic. Reading ability was measured by using the Woodcock-Johnson III Tests of Achievement. Attention was measured by using the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale. Findings indicate that intensive, response-based reading intervention over 3 years improved reading achievement and behavioral attention in middle school struggling readers, with treatment directly affecting reading, which in turn influenced attention. In the business-as-usual condition, there was no relation between improved reading and attention. The results are consistent with a correlated liabilities model of comorbidity. The results do not align with the inattention-as-cause hypothesis, which predicts that reading intervention should not affect attention. The findings do not support, but do not necessarily preclude, the phenocopy hypothesis. The results are especially pertinent for older students who may be inattentive partly because of years of struggling with reading.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.