Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.746522
Title: The relationship between attention and the development of early word reading skills in typically developing children and children at risk of reading difficulties
Author: Chatzispyridou, E.
ISNI:       0000 0004 7224 2666
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
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Abstract:
Several studies have reported attention to be a predictor of literacy outcomes and/or its precursors across different measures of attention (e.g., Sims & Lonigan, 2013; Wanless et al., 2011), however, the evidence is inconsistent (e.g., Steele, 2012; Shapiro et al., 2013). There is also evidence that attentional difficulties co-occur with reading and language difficulties in children (e.g.,Germano, Gagliano & Curatolo, 2010; Gooch, Hulme & Snowling, 2014) and there are suggestions that attention is causally linked to reading difficulties (e.g., Bosse et al., 2007; Facoetti et al., 2005; 2009). The present thesis sought to examine whether different sub-components of attention were unique concurrent and longitudinal predictors of variation in the emerging word reading in children, after controlling for established foundation skills for literacy. A second aim was to examine the attentional profiles of children from the sample identified as having a developmental delay in word reading and foundation literacy skills (i.e., at risk for reading difficulties) after the initial year of literacy instruction at school, through a case series. Seventy-seven children in term 2 of Reception Year completed a set of tasks measuring foundation skills in literacy, visual and auditory attention (selective attention, sustained attention and attentional control). The sample was followed longitudinally over a period of 12 months, with their lexical and sublexical word reading skills assessed in Year 1 of school, together with their attentional skills. Using stepwise regression analysis, it was found that selective attention accounted for a small but statistically significant variation in lexical word reading above and beyond well-established cognitive-linguistic predictors. Visual sustained attention, but not auditory, was a concurrent and longitudinal predictor of phonological awareness. In addition, attentional control was a concurrent predictor of phoneme awareness in Year 1. Finally, children at risk for reading difficulties exhibited a profile of multiple attentional difficulties with the most prominent being auditory sustained attention. It is suggested that subcomponents of attention may play a differential role in the early acquisition of lexical and sub-lexical word reading accuracy. The theoretical and practical implications of these findings are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.746522  DOI: Not available
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