Journal Article

Word-Level Reading Achievement and Behavioral Inattention: Exploring Their Overlap and Relations with Naming Speed and Phonemic Awareness in a Community Sample of Children

Rhonda Martinussen, Teresa Grimbos and Julia L. S. Ferrari

in Archives of Clinical Neuropsychology

Volume 29, issue 7, pages 680-690
Published in print November 2014 | ISSN: 0887-6177
Published online September 2014 | e-ISSN: 1873-5843 | DOI: http://dx.doi.org/10.1093/arclin/acu040
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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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.

Keywords: Behavioral inattention; Reading achievement; Phonemic awareness; Rapid naming; Mediation

Journal Article.  6564 words.  Illustrated.

Subjects: Neuroscience ; Neuropsychology

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