Word-Level Reading Achievement and Behavioral Inattention: Exploring Their Overlap and Relations with Naming Speed and Phonemic Awareness in a Community Sample of Children

Martinussen, Rhonda; Grimbos, Teresa; Ferrari, Julia

doi:10.1093/arclin/acu040

Cited by 25 publications

(31 citation statements)

References 52 publications

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“…Although outside the scope of this paper, future studies could seek to account for other mediators within the relationship between inattention and academic outcomes, in addition to the aforementioned construct of math anxiety. The current study focused on WM, however other cognitive functions, such as processing speed and naming speed are important to consider in relation to academic fluency ( Fuchs et al, 2008 ; Jacobson et al, 2011 ; Martinussen, Grimbos & Ferrari, 2014 ). WM and processing speed are highly related in the early years of development.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

Gray

Rogers

Martinussen

et al. 2015

PeerJ

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Introduction. Behavioral inattention, working memory (WM), and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes.Methods. 204 students from grades 1–4 (49.5% female) were recruited from elementary schools. Participants received assessments of WM and achievement at baseline and one year later. WM measures included a visual-spatial storage task and auditory-verbal storage and manipulation tasks. Teachers completed the SWAN behaviour rating scale both years. Mediation analysis with PROCESS (Hayes, 2013) was used to determine mediation pathways.Results. Teacher-rated inattention indirectly influenced math addition fluency, subtraction fluency and calculation scores through its effect on visual-spatial WM, only for boys. There was a direct relationship between inattention and math outcomes one year later for girls and boys. Children who displayed better attention had higher WM scores, and children with higher WM scores had stronger scores on math outcomes. Bias-corrected bootstrap confidence intervals for the indirect effects were entirely below zero for boys, for the three math outcomes. WM did not mediate the direct relationship between inattention and reading scores.Discussion. Findings identify inattention and WM as longitudinal predictors for math addition and subtraction fluency and math calculation outcomes one year later, with visual-spatial WM as a significant mediator for boys. Results highlight the close relationship between inattention and WM and their importance in the development of math skills.

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Section: Discussionmentioning

confidence: 99%

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

Gray

Rogers

Martinussen

et al. 2015

PeerJ

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“…This model is supported by evidence that preschool inattention predicts later reading skills independently from other early markers of literacy development such as phoneme awareness and letter knowledge [40,41,50]. Difficulties paying attention may also have a direct effect on the development of structural language skills that are important for literacy development (e.g., phonological processing) [51,52,53]. An alternative possibility is that underlying deficits in executive functions such as working memory underlie both short attention spans and literacy problems [3,32,33].…”

Section: Introductionmentioning

confidence: 95%

Language Problems and ADHD Symptoms: How Specific Are the Links?

Hawkins¹,

Gathercole²,

Astle³

et al. 2016

Brain Sciences

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Symptoms of inattention and hyperactivity frequently co-occur with language difficulties in both clinical and community samples. We explore the specificity and strength of these associations in a heterogeneous sample of 254 children aged 5 to 15 years identified by education and health professionals as having problems with attention, learning and/or memory. Parents/carers rated pragmatic and structural communication skills and behaviour, and children completed standardised assessments of reading, spelling, vocabulary, and phonological awareness. A single dimension of behavioural difficulties including both hyperactivity and inattention captured behaviour problems. This was strongly and negatively associated with pragmatic communication skills. There was less evidence for a relationship between behaviour and language structure: behaviour ratings were more weakly associated with the use of structural language in communication, and there were no links with direct measures of literacy. These behaviour problems and pragmatic communication difficulties co-occur in this sample, but impairments in the more formal use of language that impact on literacy and structural communication skills are tied less strongly to behavioural difficulties. One interpretation is that impairments in executive function give rise to both behavioural and social communication problems, and additional or alternative deficits in other cognitive abilities impact on the development of structural language skills.

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“…Moreover, some children with dyslexia who have problems with visual perception and a visual processing deficit also have attention problems (Bosse et al., 2007; Lobier et al., 2012). Likewise, Martinussen et al. (2014) demonstrated the direct influence of behavioral inattention on the proficiency of word reading, and the significant relation between naming speed and behavioral inattention in the classroom.…”

Section: Introductionmentioning

confidence: 91%

“…A finding by Shanahan et al. (2006) shows that naming speed contributes to a high degree of comorbidity between ADHD and reading disorders in children (Martinussen et al., 2014; Shanahan et al., 2006).…”

Section: Introductionmentioning

confidence: 99%

Pre-schoolers' visual perception and attention networks influencing naming speed: An individual difference perspective

Ammawat

Attanak

Kornpetpanee

et al. 2019

Heliyon

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Naming speed is considered to be one of the essential components used to predict reading capacity in school. The current study examined how visual perception and attention networks influence naming speed, and analyzed the relationship between visual perception and attention networks. The total number of participants was 163 Thai preschool children between the ages of five and seven years selected through multistage random sampling. Visual perception, attention networks, and naming speed were assessed using the Developmental Test of Visual Perception 3 (DTVP-3), Attention Network Task (ANT), and Rapid Automatized Naming (RAN), respectively. Structural equation modeling was used to test naming speed hypotheses. The hypothesis of a causal model was supported by the evidence generated by this study. A direct positive association between both visual perception and attention networks to naming speed was observed. Compared with attention networks, visual perception had a higher significant effect on naming speed performance. Consequently, children who have higher visual perception are more likely to demonstrate a better naming speed performance. These results indicate that visual perception is strongly urged to naming speed, as doing so can help predict children's reading readiness before they start learning to read.

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Word-Level Reading Achievement and Behavioral Inattention: Exploring Their Overlap and Relations with Naming Speed and Phonemic Awareness in a Community Sample of Children

Cited by 25 publications

References 52 publications

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

Language Problems and ADHD Symptoms: How Specific Are the Links?

Pre-schoolers' visual perception and attention networks influencing naming speed: An individual difference perspective

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