Improving Attention and Preventing Reading Difficulties among Low-Income First-Graders: A Randomized Study

Abstract

Students' inattention is predictive of reading problems and of non-response to effective reading intervention. In this randomized study, 58 first-grade classrooms located in 30 schools were assigned to a control condition or to one of two intervention conditions. In these last two conditions, peer-tutoring activities were conducted to improve classroom reading instruction. In one of the intervention conditions, the Good Behavior Game was also implemented to maximize students' attention during reading lessons. Both interventions were effective: peer-tutoring activities helped students improve their reading skills and attention was generally higher when the Good Behavior Game was implemented. Contrary to expectations however, students identified as inattentive at pretest did not become better readers when the two interventions were implemented.

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers

“…Several investigations have explored the effectiveness of embedding attention-boosting procedures within reading interventions (e.g., Dion, Roux, Landry, Fuchs, Wehby, & Dupere, 2011). For example, Dion et al (2011) compared reading outcomes for no-treatment controls versus students in one of two treatment groups: students receiving Peer Assisted Learning Strategies (PALS; Fuchs, Fuchs, Mathes, & Simmons, 1997) and students receiving PALS in combination with a behavior management technique called the “Good Behavior Game” (Barrish, Saunders, & Wolf, 1969).…”

“…For example, Dion et al (2011) compared reading outcomes for no-treatment controls versus students in one of two treatment groups: students receiving Peer Assisted Learning Strategies (PALS; Fuchs, Fuchs, Mathes, & Simmons, 1997) and students receiving PALS in combination with a behavior management technique called the “Good Behavior Game” (Barrish, Saunders, & Wolf, 1969). While both PALS groups improved their reading skills, students identified as inattentive at pretest showed little reading gain, even when reading instruction was coupled with the Good Behavior Game.…”

Adaptive Cognitive Training Enhances Executive Control and Visuospatial and Verbal Working Memory in Beginning Readers

“…Repeated exposure to tasks that could improve IC (like go-no-go tasks) have been shown to improve performance, even in 3-year olds (Dowsett & Livesey, 2000). Even teacher-led games (like the Good Behavior Game) that reinforce attentive ~ 34 ~ behaviors and that are built into learning activities lead to improvement in attentional behaviors (Dion et al, 2011). Future research should aim to both understand cognitive and psychosocial factors related to EC and also to determine whether or how these factors are affected by different types of EC experiences.…”

Reading Comprehension in Latin America: Difficulties and Possible Interventions

“…Visual attention can be efficiently trained through the repetitive practice of visual exercises such as searching or scanning for target stimuli on computer (Jaeggi, Berman, & Jonides, ), and training visual attention has been shown to improve RC in sixth‐grade students with reading disabilities (Solan, Shelley‐Tremblay, Ficarra, Silverman, & Larson, ; see also Bavelier, Green, & Seidenberg, ). However, at this date no computerized attention training programs improve RC in typically developing children (Dion et al., ). The impact of such training programs would thus be limited to a reduced number of students in LA.…”