ArticleJournal of Intelligence2026
Attentional Symptom Expression Moderates the Role of Vocabulary in Reading Comprehension Among Fifth-Grade Students.
Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Previous research has linked inattentive symptom expression to reading difficulties, primarily in clinically referred samples or using indirect academic indicators. The present study examines attentional variability in a nonreferred community-based school sample with no clinical diagnoses or referrals, using standardized reading measures. The study further tested whether attentional variability moderates associations between cognitive linguistic skills and reading comprehension. 267 fifth grade students (mean age = 10.8 years) completed standardized measures of word reading efficiency, vocabulary knowledge, working memory, and reading comprehension. Based on parent and teacher ratings, approximately one-third of the sample showed elevated levels of inattentive symptom expression. Regression analyses indicated that vocabulary knowledge and word reading efficiency accounted for the largest proportion of explained variance in reading comprehension, whereas working memory showed weaker associations. Moderation analyses revealed that attentional symptom expression selectively moderated the relationship between vocabulary knowledge and reading comprehension, such that the positive association between vocabulary and comprehension was attenuated among students with elevated attentional symptom expression. No moderation effects were observed for word reading efficiency or working memory. These findings suggest that attentional variability is differentially related to specific cognitive linguistic components involved in reading comprehension.
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.