The Role of Attention Shifting in Orthographic Competencies: Cross-Sectional Findings from 1st, 3rd, and 8th Grade Students

Abstract

Attention shifting refers to one core component of executive functions, a set of higher-order cognitive processes that predict different aspects of academic achievement. To date, few studies have investigated the role of attention shifting in orthographic competencies during middle childhood and early adolescence. In the present study, 69 first-grade, 121 third-grade, and 85 eighth-grade students' attention shifting was tested with a computer version of the Dimensional Change Card Sort (DCCS; Zelazo, 2006). General spelling skills and specific writing and spelling strategies were assessed with the Hamburger Writing Test (May, 2002). Results suggested associations between attention shifting and various orthographic competencies that differ across age groups and by sex. Across all age groups, better attention shifting was associated with less errors in applying alphabetical strategies. In third graders, better attention shifting was furthermore related to better general spelling skills and less errors in using orthographical strategies. In this age group, associations did not differ by sex. Among first graders, attention shifting was negatively related to general spelling skills, but only for boys. In contrast, attention shifting was positively related to general spelling skills in eighth graders, but only for girls. Finally, better attention shifting was associated with less case-related errors in eighth graders, independent of students' sex. In sum, the data provide insight into both variability and consistency in the pattern of relations between attention shifting and various orthographic competencies among elementary and middle school students.

Executive Functions and Language: Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School

“…The influence of switching on spelling seems to be replicable for spelling in different languages. This concerns the studies by Lubin et al (2016) for French 9-year-olds, by von Suchodoletz et al (2017) for German pupils, and the longitudinal study by Altemeier et al (2008) showing that rapid automatized switching predicted spelling in English in the first 3 years of school. Spellers need to switch between the ongoing parallel processes during spelling, like language processing, accessing lexical entries or phoneme–grapheme correspondences, graphomotor and output control (Lubin et al, 2016).…”

“…For example, one needs to translate phonemes into graphemes (non-lexical route) or retrieve the spelling of the word from orthographic memory (lexical route), apply orthographic rules, compare phonemic and lexical word forms, and finally plan and execute graphomotor processes (Lubin et al, 2016). Third grade students are at a developmental stage of transition from phonemic spelling to extending their orthographic lexicon allowing the lexical route to be used more frequently (von Suchodoletz et al, 2017). This requires children to switch between these coexisting routes (non-lexical and lexical route) and even include, e.g., morphological strategies to support their spelling activities.…”

“…They found that switching was the only EF component explaining variance in their French spelling task. Von Suchodoletz (2017) conducted a cross-sectional study on attention shifting, assessed with a card sorting task, and spelling in German first, third and eighth graders. They found that better switching abilities were related to superior general spelling skills, in particular in third graders.…”

Predictores de las habilidades académicas en niños de 9 años: cociente intelectual, funciones ejecutivas e inteligencia emocional

“…Otros procesos cognitivos muy estudiados en la última década, son las funciones ejecutivas, las cuales representan habilidades de dominio general que, al favorecer mantener la atención, centrarse en aspectos relevantes y superar las distracciones, resultan esenciales para regular el aprendizaje (Fitzpatrick et al, 2014;Nayfeld et al, 2013). Según algunos autores, la capacidad de control cognitivo se asocia con las habilidades académicas de los alumnos destacando en las tareas lectoescritoras y matemáticas (Blair y Razza, 2007;Bull et al, 2008;Daucourt et al, 2018;Dekker et al, 2017;Nayfeld et al, 2013;Oberle y Schonert-reichl, 2013;Suchodoletz et al, 2017). En este sentido, diversos estudios señalan que las funciones ejecutivas se relacionan de forma moderada con las habilidades matemáticas y lingüísticas (Jacob y Parkinson, 2015;Oberle y Schonert-reichl, 2013;Risso et al, 2015;Welsh et al, 2010).…”