ArticleJournal of research on educational effectiveness2014
Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers.
Article in Journal of research on educational effectiveness, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 1 of them a synthesis that pooled it.
What it found
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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.
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Who cites it
18 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis.Journal of attention disorders · 2023Pooled it
- Does preschool children's self-regulation moderate the impacts of instructional activities? Evidence from a randomized intervention study.Journal of experimental child psychology · 2022Trial
- Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.Neuropsychology · 2026Article
- Interventions for children and adolescents with specific learning disability and co-occurring disorders.Pediatric research · 2025Review
- 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
- Preschool Children with High Reading Ability Show Inversion Sensitivity to Words in Environment: An Eye-Tracking Study.Journal of eye movement research · 2025Article
- Language and reading in attention-deficit/hyperactivity disorder and comorbid attention-deficit/hyperactivity disorder + developmental language disorder.JCPP advances · 2024Article
- Latent profiles as predictors of response to instruction for students with reading difficulties.Journal of educational psychology · 2024Article
- Cognitive Predictors of the Overlap of Reading and Math in Middle School.Learning and individual differences · 2024Article
- Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test.Journal of school psychology · 2023Article
- Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder.Journal of educational psychology · 2023Article
- Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes.Journal of educational psychology · 2022Article
- The Effects of Choice on the Reading Comprehension and Enjoyment of Children with Severe Inattention and no Attentional Difficulties.Research on child and adolescent psychopathology · 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
- Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison.Reading and writing · 2018Article
- Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?Child developmentArticle
- Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition.Autism & developmental language impairmentsArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
Abstract
The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students' word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers' responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students' attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.
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.