Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention

Abstract

The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8-15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similarachieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement.

Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes.

“…A low sense of competence and poor motivation are known to characterize youth with persistent learning difficulties, leading to lower engagement with reading development and literacy-related tasks (Chapman et al, 2000; Morgan et al, 2008; Tsujimoto et al, 2019, 2018; Zentall, 2012). Accordingly, since the very first iteration, the PHAST interventions have targeted maladaptive attributions and motivational beliefs (Lovett et al, 2000).…”

“…In addition, the strength of this relationship increased with increasing reading skill for three of four reading measures. Tsujimoto and colleagues (Tsujimoto et al, 2019(Tsujimoto et al, , 2018 also showed that a failure to attribute successes to ability was strongly associated with age and with degree of reading impairment.…”

“…They found that the relationship between reading engagement and reading comprehension was attenuated for below average readers at this age. Tsujimoto et al (2018Tsujimoto et al ( , 2019 have shown that these dynamics scale negatively with both age and reading ability. The present participants were lower in reading ability than the below average readers of Wantchekon and Kim, and would likely exhibit even more extreme attenuation.…”

Early Reading and Writing by Using the Manakok Game as a Manifestation of Basic Literacy

“…Students are taught to read aloud syllables, words, labels, and simple sentences [18], [19]. Students are also trained to read voices (fluently) simple sentences consisting of 3-5 words with attention to pronunciation and correct intonation, pause (to stop, inhale): long or short pauses, giving emphasis to certain words according to the context, and starting identifying keywords from rather long readings [20].…”

Peer‐reading racetracks for word reading of low‐achieving graduating students with learning disabilities and behavioural problems

“…Notably, research consistently points out the need for increasing motivation in adolescent learners, since motivation declines with age (Kamil et al, 2008; Lovett et al, 2021). Further, many students with learning disabilities experience a lower sense of competence, which can lead to lower engagement (Tsujimoto et al, 2019). Luckily, Lämsä et al (2018) found that gamification elements have the potential to engage learners in literacy interventions and can improve basic reading skills.…”