Inattention is often associated with early reading difficulties and to non-responsiveness to reading interventions. The aim of the present study was to explore the relationships between attention skills and literacy skills over the course of the computer-based literacy intervention, ABRACADABRA. The design included a contrast of two interventions, Synthetic Phonics and Rime, against a classroom control, enabling a comparison of different types of literacy contexts for grade one students with varying attention skills. Attention skills, as measured by both parent ratings and a sustained attention task, were found to predict reading-related skills and students' improvement over the course of the intervention. However, the predictive power of attention changed across different literacy contexts. For students who did not participate in the intervention, sustained attention predicted growth in blending skills and inattention predicted reading comprehension improvement, while the Synthetic Phonics group no longer showed these associations. These results suggest that the literacy environment has an impact on the mapping of associations between literacy and attention skills.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.99586 |
| Date | January 2007 |
| Creators | Deault, Louise C. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational and Counselling Psychology.) |
| Rights | © Louise C. Deault, 2007 |
| Relation | alephsysno: 002600491, proquestno: AAIMR32514, Theses scanned by UMI/ProQuest. |
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