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Zhou H, Jiang M. The effect of attention shifting on Chinese children's word reading in primary school. PSICOLOGIA-REFLEXAO E CRITICA 2024; 37:7. [PMID: 38411796 PMCID: PMC10899120 DOI: 10.1186/s41155-024-00290-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Accepted: 02/05/2024] [Indexed: 02/28/2024] Open
Abstract
BACKGROUND This study explored the effects of attention shifting on Chinese children's word reading. OBJECTIVE The sample consisted of 87 fourth-grade children from Shaoxing City, China. METHODS The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. RESULTS The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p = .011). Attention shifting did not affect children's word reading accuracy. SHORT CONCLUSION These findings suggest that attention shifting is significantly associated with children's word reading. Educators should focus on developing children's attention shifting to improve their word reading ability.
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Affiliation(s)
- Hui Zhou
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing City, People's Republic of China.
- Department of Psychology, School of Teacher Education, Shaoxing University, Shaoxing City, People's Republic of China.
| | - Meiling Jiang
- School of Teacher Education, Shaoxing University, Shaoxing City, People's Republic of China
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Guerra G, Tierney A, Tijms J, Vaessen A, Bonte M, Dick F. Attentional modulation of neural sound tracking in children with and without dyslexia. Dev Sci 2024; 27:e13420. [PMID: 37350014 DOI: 10.1111/desc.13420] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 04/09/2023] [Accepted: 05/26/2023] [Indexed: 06/24/2023]
Abstract
Auditory selective attention forms an important foundation of children's learning by enabling the prioritisation and encoding of relevant stimuli. It may also influence reading development, which relies on metalinguistic skills including the awareness of the sound structure of spoken language. Reports of attentional impairments and speech perception difficulties in noisy environments in dyslexic readers are also suggestive of the putative contribution of auditory attention to reading development. To date, it is unclear whether non-speech selective attention and its underlying neural mechanisms are impaired in children with dyslexia and to which extent these deficits relate to individual reading and speech perception abilities in suboptimal listening conditions. In this EEG study, we assessed non-speech sustained auditory selective attention in 106 7-to-12-year-old children with and without dyslexia. Children attended to one of two tone streams, detecting occasional sequence repeats in the attended stream, and performed a speech-in-speech perception task. Results show that when children directed their attention to one stream, inter-trial-phase-coherence at the attended rate increased in fronto-central sites; this, in turn, was associated with better target detection. Behavioural and neural indices of attention did not systematically differ as a function of dyslexia diagnosis. However, behavioural indices of attention did explain individual differences in reading fluency and speech-in-speech perception abilities: both these skills were impaired in dyslexic readers. Taken together, our results show that children with dyslexia do not show group-level auditory attention deficits but these deficits may represent a risk for developing reading impairments and problems with speech perception in complex acoustic environments. RESEARCH HIGHLIGHTS: Non-speech sustained auditory selective attention modulates EEG phase coherence in children with/without dyslexia Children with dyslexia show difficulties in speech-in-speech perception Attention relates to dyslexic readers' speech-in-speech perception and reading skills Dyslexia diagnosis is not linked to behavioural/EEG indices of auditory attention.
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Affiliation(s)
- Giada Guerra
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London, UK
- Maastricht Brain Imaging Center and Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
| | - Adam Tierney
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London, UK
| | - Jurgen Tijms
- RID, Amsterdam, Netherlands
- Rudolf Berlin Center, Department of Psychology, University of Amsterdam, Amsterdam, Netherlands
| | | | - Milene Bonte
- Maastricht Brain Imaging Center and Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
| | - Frederic Dick
- Division of Psychology & Language Sciences, UCL, London, UK
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Executive functions and English reading comprehension growth in Spanish-English bilingual adolescents. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101238] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Mauer E, Zhou Q, Uchikoshi Y. A Longitudinal Study on Bidirectional Relations between Executive Functions and English Word-Level Reading in Chinese American Children in Immigrant Families. LEARNING AND INDIVIDUAL DIFFERENCES 2021; 86:101976. [PMID: 33679112 PMCID: PMC7935035 DOI: 10.1016/j.lindif.2021.101976] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
This two-wave (1.5 years apart) longitudinal study examined the bidirectional relations between measures of executive function (EF; working memory, attention focusing, inhibitory control, and a comprehensive EF measure) and two types of English word-level reading (pseudoword reading and word reading) among 258 school-aged children (52.6% boys, age = 5.8-9.1 years, in 1st to 3rd grades at Wave 1) from Chinese American immigrant families. Cross-lagged panel analyses were conducted to test whether the four EF measures and English word-level reading proficiency predicted one another controlling for prior levels of EF or word reading, as well as demographic characteristics and children's English and Chinese language proficiency. We found a positive bidirectional association between the comprehensive EF measure and pseudoword reading. By contrast, although the comprehensive EF measure positively predicted word reading over time, word reading did not predict comprehensive EF. Additionally, both word reading and pseudoword reading positively predicted working memory over time. The results provided partial evidence that English word-level reading is bidirectionally related to EF among early elementary school-age dual language learners.
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Affiliation(s)
- Ezra Mauer
- Department of Psychology, University of California, Berkeley
| | - Qing Zhou
- Department of Psychology, University of California, Berkeley
| | - Yuuko Uchikoshi
- Graduate School of Education, University of California, Davis
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Macdonald KT, Barnes MA, Miciak J, Roberts G, Halverson KK, Vaughn S, Cirino PT. Sustained attention and behavioral ratings of attention in struggling readers. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2020; 25:436-451. [PMID: 34483643 PMCID: PMC8411923 DOI: 10.1080/10888438.2020.1826950] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Attention is correlated with reading, but the extent to which behavioral ratings and sustained attention relate to reading skills is unclear. We assessed 245 4th and 5th grade struggling readers (mean age = 10.3 years) on behavioral ratings of attention, sustained attention, and reading over a school year. Contributions of behavioral ratings and sustained attention were considered cross-sectionally and longitudinally in the context of other important predictors of reading. Results suggest that sustained measures and behavioral ratings assess distinct, yet overlapping, aspects of attention. Both types of attention accounted for unique variance in comprehension, but not word reading accuracy or fluency, when evaluated cross-sectionally. Results also support the role of behavioral ratings of attention in fluency and in comprehension growth. Findings suggest that multidimensional assessment of attention is useful when considering its relation to reading, and highlights the need to integrate conceptualizations of attention that arise from different theoretical approaches.
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Affiliation(s)
- Kelly T Macdonald
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
| | | | - Jeremy Miciak
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
| | - Greg Roberts
- Meadows Center for Preventing Educational Risk, University of Texas at Austin
| | - Kelly K Halverson
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
| | - Sharon Vaughn
- Meadows Center for Preventing Educational Risk, University of Texas at Austin
| | - Paul T Cirino
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
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Leopold DR, Christopher ME, Olson RK, Petrill SA, Willcutt EG. Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 47:21-34. [PMID: 29691720 DOI: 10.1007/s10802-018-0434-6] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
A population-based longitudinal sample of 489 twin pairs was assessed at six time points over ten years to examine the measurement invariance and stability of attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as the developmental relations between inattention (IN), hyperactivity-impulsivity (HI), and multiple aspects of functional impairment. Parent ratings of ADHD symptoms and functional impairment were obtained in preschool and after the completion of kindergarten, first, second, fourth, and ninth grades. Results of the temporal and sex invariance models indicated that parent ratings of the 18 ADHD symptoms function in the same manner for females and males from early childhood into adolescence. In addition to establishing this prerequisite condition for the interpretation of longitudinal and between-sex differences in the IN and HI symptom dimensions, cross-lagged models indicated that both IN and HI were associated with increased risk for both concurrent and future overall, social, and recreational impairment, whereas only IN was uniquely associated with later academic impairment. Taken together, the current results demonstrate that IN and HI are highly stable from preschool through ninth grade, invariant between females and males, and indicative of risk for impairment in multiple areas, thereby providing strong support for the validity of the symptom dimensions among both sexes.
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Affiliation(s)
- Daniel R Leopold
- Department of Psychology and Neuroscience, University of Colorado Boulder, UCB 345, Boulder, CO, 80309-0345, USA.
| | - Micaela E Christopher
- Department of Psychology and Neuroscience, University of Colorado Boulder, UCB 345, Boulder, CO, 80309-0345, USA
| | - Richard K Olson
- Department of Psychology and Neuroscience, University of Colorado Boulder, UCB 345, Boulder, CO, 80309-0345, USA
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, 1835 Neil Avenue, Columbus, OH, 43210, USA
| | - Erik G Willcutt
- Department of Psychology and Neuroscience, University of Colorado Boulder, UCB 345, Boulder, CO, 80309-0345, USA
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Plourde V, Boivin M, Brendgen M, Vitaro F, Robaey P, Tremblay RE, Dionne G. Cognitive mechanisms underlying the associations between inattention and reading abilities. Dev Neuropsychol 2018; 43:92-105. [PMID: 29319358 DOI: 10.1080/87565641.2017.1422508] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This study aims to test cognitive skills underlying the association between inattention and reading in early primary school. Teachers rated inattention symptoms when children (N = 523-962) were 6-7 years old. Children were assessed at age 7-8 on phonological awareness, rapid automatized naming (RAN), rapid auditory and bimodal processing, vocabulary, and reading (decoding and comprehension). Phonological awareness, RAN of numbers, and vocabulary mediated the association between inattention and both decoding and comprehension. Rapid bimodal processing mediated the association between inattention and decoding, while RAN of colors mediated the association between inattention and comprehension. This study highlights mediators underlying inattention-reading associations.
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Affiliation(s)
- Vickie Plourde
- a Faculty Saint-Jean , University of Alberta , Alberta , Canada
| | - Michel Boivin
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,c School of Psychology , Université Laval, Québec , Canada.,d Institute of Genetic, Neurobiological, and Social Foundations of Child Development , Tomsk State University , Tomsk , Russian Federation
| | - Mara Brendgen
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,e Department of Psychology , Université du Québec à Montréal , Québec , Canada.,f Sainte-Justine Hospital Research Center , Québec , Canada
| | - Frank Vitaro
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,f Sainte-Justine Hospital Research Center , Québec , Canada.,g School of Psychoeducation , Université de Montréal , Québec , Canada
| | - Philippe Robaey
- f Sainte-Justine Hospital Research Center , Québec , Canada.,h Children's Hospital of Eastern Ontario (CHEO) , Ontario , Canada.,i Department of Psychiatry , University of Ottawa , Ontario , Canada
| | - Richard E Tremblay
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,d Institute of Genetic, Neurobiological, and Social Foundations of Child Development , Tomsk State University , Tomsk , Russian Federation.,j Departments of Pediatrics and Psychology , Université de Montréal , Québec , Canada.,k School of Public Health and Population Sciences , University College Dublin , Dublin , Ireland
| | - Ginette Dionne
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,c School of Psychology , Université Laval, Québec , Canada
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Tannock R, Frijters JC, Martinussen R, White EJ, Ickowicz A, Benson NJ, Lovett MW. Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study. JOURNAL OF LEARNING DISABILITIES 2016; 51:55-72. [PMID: 27895238 DOI: 10.1177/0022219416678409] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7-11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children's behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Intensive reading instruction, regardless of treatment with stimulant medication, may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.
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Affiliation(s)
- Rosemary Tannock
- 1 The Hospital for Sick Children, Toronto, ON, Canada
- 2 University of Toronto, ON, Canada
| | | | | | | | - Abel Ickowicz
- 1 The Hospital for Sick Children, Toronto, ON, Canada
- 2 University of Toronto, ON, Canada
| | | | - Maureen W Lovett
- 1 The Hospital for Sick Children, Toronto, ON, Canada
- 2 University of Toronto, ON, Canada
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Hawkins E, Gathercole S, Astle D, Holmes J. Language Problems and ADHD Symptoms: How Specific Are the Links? Brain Sci 2016; 6:brainsci6040050. [PMID: 27775648 PMCID: PMC5187564 DOI: 10.3390/brainsci6040050] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2016] [Revised: 09/22/2016] [Accepted: 10/14/2016] [Indexed: 11/16/2022] Open
Abstract
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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Affiliation(s)
- Erin Hawkins
- MRC Cognition and Brain Sciences Unit, Cambridge, CB2 7EF, UK.
| | | | - Duncan Astle
- MRC Cognition and Brain Sciences Unit, Cambridge, CB2 7EF, UK.
| | - Joni Holmes
- MRC Cognition and Brain Sciences Unit, Cambridge, CB2 7EF, UK.
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Martinussen R, Grimbos T, Ferrari JLS. Word-level reading achievement and behavioral inattention: exploring their overlap and relations with naming speed and phonemic awareness in a community sample of children. Arch Clin Neuropsychol 2014; 29:680-90. [PMID: 25178628 DOI: 10.1093/arclin/acu040] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
This study investigated the contribution of naming speed and phonemic awareness to teacher inattention ratings and word-level reading proficiency in 79 first grade children (43 boys, 36 girls). Participants completed the cognitive and reading measures midway through the school year. Teacher ratings of inattention were obtained for each child at the same time point. A path analysis revealed that behavioral inattention had a significant direct effect on word reading proficiency as well as significant indirect effects through phonemic awareness and naming speed. For pseudoword reading proficiency, the effects of inattention were indirect only through phonemic awareness and naming speed. A regression analysis indicated that naming speed, but not phonemic awareness, was significantly associated with teacher inattention ratings controlling for word reading proficiency. The findings highlight the need to better understand the role of behavioral inattention in the development of emergent literacy skills and reading proficiency.
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Affiliation(s)
- Rhonda Martinussen
- Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
| | - Teresa Grimbos
- Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
| | - Julia L S Ferrari
- Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
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