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首页> 美国卫生研究院文献>Archives of Clinical Neuropsychology >Word-Level Reading Achievement and Behavioral Inattention: Exploring Their Overlap and Relations with Naming Speed and Phonemic Awareness in a Community Sample of Children
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Word-Level Reading Achievement and Behavioral Inattention: Exploring Their Overlap and Relations with Naming Speed and Phonemic Awareness in a Community Sample of Children

机译：单词水平的阅读成就和行为注意力不集中：在一个社区儿童样本中探讨他们的重叠以及与命名速度和音素意识的关系。

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摘要

This study investigated the contribution of naming speed and phonemic awareness to teacher inattention ratings and word-level reading proficiency in 79 first grade children (43 boys, 36 girls). Participants completed the cognitive and reading measures midway through the school year. Teacher ratings of inattention were obtained for each child at the same time point. A path analysis revealed that behavioral inattention had a significant direct effect on word reading proficiency as well as significant indirect effects through phonemic awareness and naming speed. For pseudoword reading proficiency, the effects of inattention were indirect only through phonemic awareness and naming speed. A regression analysis indicated that naming speed, but not phonemic awareness, was significantly associated with teacher inattention ratings controlling for word reading proficiency. The findings highlight the need to better understand the role of behavioral inattention in the development of emergent literacy skills and reading proficiency.
机译：这项研究调查了79名一年级儿童（43名男孩，36名女孩）的命名速度和音素意识对教师注意力不集中程度和单词水平阅读能力的影响。参加者在整个学年中完成了认知和阅读措施。在同一时间点为每个孩子获得教师注意力不集中的评分。路径分析显示，行为注意力不集中对单词阅读能力有显着的直接影响，并且通过音素意识和命名速度也具有显着的间接影响。对于伪单词阅读能力，仅通过音素意识和命名速度，注意力不集中是间接的。回归分析表明，命名速度而非音素意识与控制单词阅读能力的教师注意力不集中程度显着相关。研究结果强调了需要更好地理解行为注意力不集中在新兴读写能力和阅读能力发展中的作用。

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