ArticleJournal of learning disabilities
Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence.
Article in Journal of learning disabilities. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 33 papers, 1 of them a synthesis that pooled it.
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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
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Who cites it
33 citing papers in PubMed, 1 synthesis or guideline pooled it, 120 citations in OpenAlex.
- A Meta-Analytical Review of Executive Function Skills in Adults Who Stutter.Journal of speech, language, and hearing research : JSLHR · 2026Pooled it
- Effects of White Noise on Academic Skills in Children with ADHD and Specific Learning Disorders: New Perspectives for Personalised Rehabilitation and Educational Intervention.Pediatric reports · 2026Article
- Cognitive Processes Influencing Written Sentence Construction in School-Aged Children With Prenatal Alcohol Exposure.Psychology in the schools · 2025Article
- Interrupted Learning across the Lifespan.Human development · 2025Article
- The underlying neuropsychological and neural correlates of the impaired Chinese reading skills in children with attention deficit hyperactivity disorder.European child & adolescent psychiatry · 2024Article
- Tools and Methods for Diagnosing Developmental Dysgraphia in the Digital Age: A State of the Art.Children (Basel, Switzerland) · 2023Review
- BENDI: Improving Cognitive Assessments in Toddlers and Children with Down Syndrome Using Stealth Assessment.Children (Basel, Switzerland) · 2023Article
- Longitudinal association between executive function and academic achievement in children with neurofibromatosis type 1 and plexiform neurofibromas.Journal of the International Neuropsychological Society : JINS · 2023Article
- A psychometric study of an executive function assessment instrument (TDI-FE).BMC psychology · 2023Article
- PROPERTIES OF A COMBINED MEASURE OF READING AND WRITING: THE ASSESSMENT OF WRITING, SELF-MONITORING, AND READING (AWSM READER).Reading and writing · 2023Article
- Associations Between Parent Mental State Language and Child Inhibitory Control in Children Who Are Deaf or Hard of Hearing.Journal of speech, language, and hearing research : JSLHR · 2022Article
- Revisiting Handwriting Fundamentals Through an Interdisciplinary Framework.The Malaysian journal of medical sciences : MJMS · 2022Review
- Attention Components and Spelling Accuracy: Which Connections Matter?Children (Basel, Switzerland) · 2021Article
- Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6-9-Year-Old Children.International journal of environmental research and public health · 2021Article
- Error-signaling in the developing brain.NeuroImage · 2021Article
- Effect of READ1 on latent profiles of reading disorder and comorbid attention and language impairment subtypes.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2020Article
- An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder.Journal of autism and developmental disorders · 2019Article
- Brain activity in struggling readers before intervention relates to future reading gains.Cortex; a journal devoted to the study of the nervous system and behavior · 2019Article
- Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning.International journal of school & educational psychology · 2019Article
- The Design Help Desk: A collaborative approach to design education for scientists and engineers.PloS one · 2019Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
Abstract
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 ( N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language. Sustaining switching attention correlated with writing the alphabet from memory in manuscript or by keyboard and fast copying of a sentence with all the letters of the alphabet. Multiple regressions based on a principal component for composites of multiple levels of language (subword, word, and syntax/text) showed that measures of attention and executive function involving language processing rather than ratings of attention and executive function not specifically related to language accounted for more variance and identified more unique predictors in the composite outcomes for oral language, reading, and writing systems. Inhibition related to focused attention uniquely predicted outcomes for the oral language system. Findings are discussed in reference to implications for assessing and teaching students who are still learning to pay attention to heard and written language and self-regulate their language learning during middle childhood and adolescence.
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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.