University of Oregon, Behavioral Research & Teaching, Eugene, OR 97403-5262, USA.
J Learn Disabil. 2012 Sep-Oct;45(5):418-32. doi: 10.1177/0022219411431243. Epub 2011 Dec 29.
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.
研究了 432 名学生的学生注意力对预测幼儿园单词阅读能力的作用。使用 ADHD 症状和正常行为评定量表的行为评定分数进行了探索性因素分析，得出了反映选择性注意力的三个不同因素。在这项研究中，作者关注了这些因素之一，他们将其标记为注意力-记忆，以预测阅读表现。教师对注意力-记忆的评价预测了单词阅读的成绩，超过了语音意识和词汇知识的贡献。此外，还研究了四项教师实践与注意力评价对预测阅读表现之间的关系。使用分层线性建模，作者发现学生注意力与阅读教学过程中观察到的教师实践之间存在显著的相互作用。一般来说，随着注意力评分的提高，更好的幼儿园单词阅读表现与高水平的课堂行为管理相关。然而，更好的单词阅读表现与高水平的教师任务定向不相关。还发现注意力、个性化教学和教师任务重定向之间存在显著的三向交互作用。讨论了调节幼儿园学生注意力以支持初始单词阅读技能发展的作用。
