Work

Cognitive Attributes, Attention, and Self–Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

Year: 2015

Type: article

Abstract: We examined cognitive attributes, attention, and self–efficacy of fourth grade struggling readers who were identified as adequate responders ( n = 27), inadequate responders with comprehension only deficits ( n = 46), and inadequate responders with comprehension and word reading deficits ( n = 52) after receiving a multicomponent reading intervention. We also included typical readers ( n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self–reported self–efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self–efficacy compared to typical readers.

Source: Learning Disabilities Research and Practice

DOI: 10.1111/ldrp.12088

Authors: Eunsoo Cho, Garrett J. Roberts, Philip Capin, Greg Roberts, Jeremy Miciak, Sharon Vaughn

Institutions: The University of Texas at Austin, University of Houston

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: National Institutes of Health, Eunice Kennedy Shriver National Institute of Child Health and Human Development