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Parallel Word Processing during Reading &the Influence of Context
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62 |
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
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63 |
A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
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64 |
Rapid serial naming and reading ability: the role of lexical access.
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65 |
Young English Language Learners' Cognate Sensitivity on Picture-Word Recognition and Production
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66 |
Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample.
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67 |
Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students
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68 |
Developing Emergent Literacy Skills: The Impact of Alphabet Instruction
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69 |
Lexical Characteristics of Words and Phonological Awareness Skills of Preschool Children
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70 |
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.
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73 |
Reading Comprehension in Grade Three as a Function of Child, Item, and Passage Characteristics
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74 |
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
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Abstract:
The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. ; P50 HD052120, P50 HD052120-05, P50HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328644.
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Keyword:
Adult; Attention/physiology; Child; Female; Humans; Language Tests; Male; Middle Aged; Models; Predictive Value of Tests; Preschool; Psychological; Reading; Schools/manpower; Schools/organization & administration; Students/psychology
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URL: http://purl.flvc.org/fsu/fd/FSU_pmch_22207616 https://doi.org/10.1177/0022219411431243 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330502/datastream/TN/view/Relations%20among%20student%20attention%20behaviors,%20teacher%20practices,%20and%20beginning%20word%20reading%20skill.jpg
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75 |
Factors Affecting the Development of Second Grade Spelling at the Teacher, Student, and Word Level
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76 |
The Linguistic Profiles of Spelling Errors in Fourth, Fifth, and Seventh Grade Students
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77 |
Monitoring Growth in Early Reading Skills: Validation of a Computer Adaptive Test
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78 |
Preschool Externalizing Behavior Mediates the Relation Between Temperament and Emergent Literacy
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79 |
Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten.
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80 |
Early Literacy Professional Development: Exploring the Effects of Mentoring for Preschool Teachers
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