Literature DB >> 31440943

The Contributions of Attentional Control Components, Phonological Awareness, and Working Memory to Reading Ability.

Akbar Rezaei1, Elnaz Mousanezhad Jeddi2,3.   

Abstract

This study aimed to examine the relationship between the components of attentional control, phonological awareness, and working memory with reading. 209 students (109 females and 150 males with the mean age of 9 years) completed Integrated Visual and Auditory Continuous Performance Test, digit span subscale of WISC-IV, Reading Test, and Phonological Awareness Test. Using path analysis, the components of focus, response inhibition (prudence), vigilance, processing speed showed statistically direct effect on reading. The direct effect of phonological awareness on reading was statistically significant. Also, the effect of working memory on reading was not significant. The results could help to understand the roles of attentional control components in predicting reading ability.

Entities:  

Keywords:  Attentional control; Phonological awareness; Reading; Working memory

Mesh：

Year:  2020        PMID： 31440943     DOI： 10.1007/s10936-019-09669-4

Source DB:  PubMed          Journal:  J Psycholinguist Res        ISSN： 0090-6905


  17 in total

1.  The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades.

Authors:  S A Hecht; J K Torgesen; R K Wagner; C A Rashotte
Journal:  J Exp Child Psychol       Date:  2001-06

2.  The structure of working memory from 4 to 15 years of age.

Authors:  Susan E Gathercole; Susan J Pickering; Benjamin Ambridge; Hannah Wearing
Journal:  Dev Psychol       Date:  2004-03

Review 3.  Interactions between attention and visual short-term memory (VSTM): what can be learnt from individual and developmental differences?

Authors:  Duncan E Astle; Gaia Scerif
Journal:  Neuropsychologia       Date:  2010-12-23       Impact factor: 3.139

4.  Inhibitory control during sentence reading in dyslexic children.

Authors:  Menno van der Schoot; Robert Licht; Tako M Horsley; Letty T Aarts; Barbara van Koert; Joseph A Sergeant
Journal:  Child Neuropsychol       Date:  2004-09       Impact factor: 2.500

5.  Working memory, short-term memory, and reading disabilities: a selective meta-analysis of the literature.

Authors:  H Lee Swanson; Olga Jerman
Journal:  J Learn Disabil       Date:  2009-03-02

6.  Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?

Authors:  H L Swanson
Journal:  J Exp Child Psychol       Date:  1999-01

7.  Longitudinal studies of phonological processing and reading.

Authors:  J K Torgesen; R K Wagner; C A Rashotte
Journal:  J Learn Disabil       Date:  1994-05

8.  A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.

Authors:  Elizabeth Tighe; Christopher Schatschneider
Journal:  Read Writ       Date:  2014-01

9.  How distinctive are ADHD and RD? Results of a double dissociation study.

Authors:  Christien G W de Jong; Séverine Van De Voorde; Herbert Roeyers; Ruth Raymaekers; Jaap Oosterlaan; Joseph A Sergeant
Journal:  J Abnorm Child Psychol       Date:  2009-10

10.  Separable roles for attentional control sub-systems in reading tasks: a combined behavioral and fMRI study.

Authors:  S K Z Ihnen; Steven E Petersen; Bradley L Schlaggar
Journal:  Cereb Cortex       Date:  2013-11-24       Impact factor: 5.357
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