Coincidence of homophone spelling errors and attention problems in schoolchildren: A survey study

Tsai, Li Hui; Meng, Ling Fu; Hung, Li Yu; Chen, Hsin Yu; Lu, Chiu Ping

doi:10.1016/j.ridd.2010.08.014

Cited by 28 publications

(9 citation statements)

References 11 publications

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“…A total of nine questionnaire items, representing the nine core symptoms of impulsivity, were adopted from the Chinese version of the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) [34,35]. The items are outlined as follows:…”

Section: Measure Of Impulsive Behavior: Dependent Variablementioning

confidence: 99%

“…Similar to the data on impulsive behavior items, nine items, representing the nine core symptoms of inattention, were adopted from the parent questionnaire in the Chinese version of inattention in the DSM-IV [34,35]. The items are outlined as follows: (1) make careless mistakes in schoolwork or other activities; (2) have trouble focusing on academic tasks or play activities; (3) do not seem to listen when spoken to directly; (4) fail to understand instructions; (5) fail to finish schoolwork or do not follow instructions; (6) have trouble organizing academic, play, or other activities; (7) avoid, dislike, or do not want to do things that require considerable mental effort for a long period; (8) lose things required for academic tasks and play activities; and (9) get distracted in or easily forget daily activities.…”

Section: Measure Of Inattention: Major Control Variablementioning

confidence: 99%

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Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception

Chen

Meng

et al. 2021

Children

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This research surveyed the characteristics of the developmental traits of impulse control behavior in children through parent-report questionnaires. After matching for gender and attention behavior, as well as controlling for variables (motor and perception) which might confound impulse control, 710 participants (355 girls and 355 boys; grade, 1–5; age, 7–12 years) were recruited from a database of 1763 children. Results demonstrated that there was a significant difference between grade 1 and grade 5 in impulse control. Conversely, no significant differences were found when comparing other grades. The present findings indicate that a striking development of impulse control occurs from grade 4 to 5. Moreover, the plateau of impulse control development from grade 1 to 4 implies that a long transition period is needed to prepare children to develop future impulse control. In conclusion, the age-dependent maturation associated with stage-wise development is a critical characteristic of impulse control development in school age children. Further discussions are made regarding this characteristic, such as from the perspective of frontal lobe development.

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Section: Measure Of Impulsive Behavior: Dependent Variablementioning

confidence: 99%

Section: Measure Of Inattention: Major Control Variablementioning

confidence: 99%

Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception

Chen

Meng

et al. 2021

Children

Self Cite

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“…So it seems that writing is greatly influenced by attentional difficulties, leading to difficulties also in spelling. In fact, it was found that behaviours of inattention are associated with homophone spelling errors (words that sound alike but are spelled differently) [45]. However, some studies also indicate a relationship between attention and nonhomophone errors.…”

Section: Reading Writing and Attentionmentioning

confidence: 99%

Attentional Factors Involved in Learning in the First Grade

Bigozzi

Grazi

Pezzica

2016

J. Intellect. Disabl. Diagn. Treat.

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Abstract:In the school population, attentional problems are one of the most frequent causes of failure in learning; sometimes these take the form of a specific deficit and in other cases an attention disorder occurs in comorbidity with a learning disorder. It seems crucial to focus on what peculiar characteristics of attention are involved in basic learning in order to contribute to the diagnostic order and to arrange paths of development.This research aims to verify the weight of the different components of attention involved in the outcomes of the first stages of learning.A total of 69 children (34 males and 35 females, aged 6.4±1.1 years and 7.3±1.2 years respectively) in first grade, participated in the study. The results of the correlational analysis carried out show that there are specific significant relationships between the various components of attention and performance in reading, writing and calculation. In particular, visual attention appears to be the aspect most involved in the initial development of the learning of these three abilities.

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“…Some research on typical development has documented that early spelling processes are constrained by attention and executive processes [ 48 , 49 ] and, in particular, that there exists a connection between inattentive behaviour and specific types of errors; for example, in the case of homophone errors [ 50 ]. However, longitudinal studies on the relationships between attention, working memory, and spelling skills in the early phase of learning to write in primary school are still scarce.…”

Section: Introductionmentioning

confidence: 99%

“…The automaticity of the spelling process may suffer from the great demand for inhibitory control and shifting the focus of attention [ 21 ], resulting in different orthographic errors. A previous study has shown the relationship between the production of homophone errors and low levels of sustained attention [ 50 ]. Those results, obtained in children writing in a Chinese language, led us to reflect on the relationship between homophone errors and attention resources in an alphabetical orthographic system.…”

Section: Introductionmentioning

confidence: 99%

Attention Components and Spelling Accuracy: Which Connections Matter?

et al. 2021

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Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; age range: 7.6–9.4 years) learning to write in the Italian transparent orthography. Standardised batteries were used to assess their attention and working memory skills, as well as their spelling. Homophone and non-homophone errors were measured, as they may involve different attentional and working memory processes. The results showed that, for 2nd grade children, selective attention shifting, planning, and inhibition predicted non-homophone errors, whereas sequential working memory predicted homophone errors and writing speed was explained by planning and selective attention. In 3rd grade, only homophone errors were predicted by planning and inhibition. No significant relationships were found in 4th grade, nor in the transition across grades. Dynamic and diversified roles of attentional and working memory processes in predicting different writing skills in early primary school years emerged, with a gradual decrease in the attention–writing relationship with age.

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Coincidence of homophone spelling errors and attention problems in schoolchildren: A survey study

Cited by 28 publications

References 11 publications

Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception

Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception

Attentional Factors Involved in Learning in the First Grade

Attention Components and Spelling Accuracy: Which Connections Matter?

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