Leilani Sáez|Jessica Sidler Folsom|Stephanie Al Otaiba|Christopher Schatschneider
Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill
University of Oregon|Florida State University|Southern Methodist University|Florida State University
role student attention predicting kindergarten word reading investigated among 432 students using strengths weaknesses adhd symptoms normal behavior rating scale behavior rating scores authors conducted exploratory factor analysis yielded three distinct factors reflected selective attention study authors focused role one factors labeled attentionmemory predicting reading performance teacher ratings attentionmemory predicted word reading beyond contribution phonological awareness vocabulary knowledge addition relations four teacher practices attention ratings predicting reading performance examined using hierarchical linear modeling authors found significant interactions student attention teacher practices observed literacy instruction general ratings attention improved better kindergarten word reading performance associated high levels classroom behavior management however better word reading performance associated high levels teacher task orienting significant threeway interaction also found among attention individualized instruction teacher task redirections role regulating kindergarten student attention support beginning word reading skill development discussed