Amanda C. Miller|Douglas Fuchs|Douglas Fuchs|Donald L. Compton|Devin M. Kearns|Wenjuan Zhang|Loulee Yen|Samuel Patton|Danielle Peterson Kirchner
Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers
Regis University|Vanderbilt University|Vanderbilt University|Vanderbilt University|Boston University|Vanderbilt University|Vanderbilt University|Vanderbilt University|Vanderbilt University
purpose study examine extent teacher ratings behavioral attention predicted responsiveness word reading instruction firstgrade thirdgrade reading comprehension performance participants 110 firstgrade students identified risk reading difficulties received 20 weeks intensive reading intervention combination classroom reading instruction path analysis indicated teacher ratings student attention significantly predicted students word reading growth first grade even competed relevant predictors phonological awareness nonword reading sight word efficiency vocabulary listening comprehension hyperactivity nonverbal reasoning shortterm memory also student attention demonstrated significant indirect effect thirdgrade reading comprehension via word reading via listening comprehension results suggest student attention indexed teacher ratings important predictor atrisk readers responsiveness reading instruction first grade firstgrade reading growth mediates relationship students attention future level reading comprehension importance considering ways manage improve behavioral attention implementing reading instruction discussed