View in EDS

The Relation of Teacher Ratings of Attention and Executive Functioning to Reading Comprehension

Saved in:
Bibliographic Details
Title: The Relation of Teacher Ratings of Attention and Executive Functioning to Reading Comprehension
Language: English
Authors: Tara Poole, Gina Harrison (ORCID 0000-0002-2192-5550)
Source: Exceptionality Education International. 2026 36(1):1-20.
Availability: Exceptionality Education International. University of Western Ontario, London, ON N6A 3K7, Canada. Web site: https://ojs.lib.uwo.ca/index.php/eei/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Grade 4
Intermediate Grades
Descriptors: Reading Comprehension, Attention Deficit Hyperactivity Disorder, Executive Function, Correlation, Symptoms (Individual Disorders), Reading Skills, Elementary School Students, Grade 2, Grade 3, Grade 4, Foreign Countries
Geographic Terms: Canada (Victoria)
Assessment and Survey Identifiers: Wechsler Individual Achievement Test, Test of Language Development, Wechsler Intelligence Scale for Children
DOI: 10.5206/eei.v36i1.17697
ISSN: 1918-5227
Abstract: In this study, we examined the associations between teacher-rated symptoms of attention-deficit/hyperactivity disorder (ADHD) and executive functioning (EF) to reading comprehension. Young children with ADHD and deficits in EF are at greater risk for academic underachievement, including reading comprehension difficulties. Less is known about the association between EF, ADHD symptoms, and the reading subskills outlined in the simple view of reading (SVR) that are required for reading comprehension. Using a cross-sectional, descriptive correlational research design, we gathered data virtually on 27 elementary students from one school at the start of the COVID-19 pandemic. Standardized assessment measures capturing reading-related skills, EF, and ADHD symptoms were used. Data underwent correlation and hierarchical regression analyses to investigate the relations between EF, ADHD symptoms, reading comprehension, and reading comprehension subskills outlined in the SVR. Word reading and language skills were positively associated with reading comprehension performance, and word reading ability significantly predicted reading comprehension. Teacher ratings of EF deficits were negatively associated with reading comprehension and decoding, while language comprehension and teacher ratings of EF and ADHD symptoms explained a small amount of variance in reading comprehension performance. These findings highlight the need for further research examining the role that EF plays in reading comprehension and related skills to inform future reading interventions for students with EF deficits and heightened ADHD symptoms.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504837
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1504837
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Relation of Teacher Ratings of Attention and Executive Functioning to Reading Comprehension
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tara+Poole%22">Tara Poole</searchLink><br /><searchLink fieldCode="AR" term="%22Gina+Harrison%22">Gina Harrison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2192-5550">0000-0002-2192-5550</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Exceptionality+Education+International%22"><i>Exceptionality Education International</i></searchLink>. 2026 36(1):1-20.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Exceptionality Education International. University of Western Ontario, London, ON N6A 3K7, Canada. Web site: https://ojs.lib.uwo.ca/index.php/eei/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada+%28Victoria%29%22">Canada (Victoria)</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Wechsler+Individual+Achievement+Test%22">Wechsler Individual Achievement Test</searchLink><br /><searchLink fieldCode="SU" term="%22Test+of+Language+Development%22">Test of Language Development</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Intelligence+Scale+for+Children%22">Wechsler Intelligence Scale for Children</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.5206/eei.v36i1.17697
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1918-5227
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this study, we examined the associations between teacher-rated symptoms of attention-deficit/hyperactivity disorder (ADHD) and executive functioning (EF) to reading comprehension. Young children with ADHD and deficits in EF are at greater risk for academic underachievement, including reading comprehension difficulties. Less is known about the association between EF, ADHD symptoms, and the reading subskills outlined in the simple view of reading (SVR) that are required for reading comprehension. Using a cross-sectional, descriptive correlational research design, we gathered data virtually on 27 elementary students from one school at the start of the COVID-19 pandemic. Standardized assessment measures capturing reading-related skills, EF, and ADHD symptoms were used. Data underwent correlation and hierarchical regression analyses to investigate the relations between EF, ADHD symptoms, reading comprehension, and reading comprehension subskills outlined in the SVR. Word reading and language skills were positively associated with reading comprehension performance, and word reading ability significantly predicted reading comprehension. Teacher ratings of EF deficits were negatively associated with reading comprehension and decoding, while language comprehension and teacher ratings of EF and ADHD symptoms explained a small amount of variance in reading comprehension performance. These findings highlight the need for further research examining the role that EF plays in reading comprehension and related skills to inform future reading interventions for students with EF deficits and heightened ADHD symptoms.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1504837
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504837
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.5206/eei.v36i1.17697
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 1
    Subjects:
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Symptoms (Individual Disorders)
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Canada (Victoria)
        Type: general
      – SubjectFull: Wechsler Individual Achievement Test
        Type: general
      – SubjectFull: Test of Language Development
        Type: general
      – SubjectFull: Wechsler Intelligence Scale for Children
        Type: general
    Titles:
      – TitleFull: The Relation of Teacher Ratings of Attention and Executive Functioning to Reading Comprehension
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tara Poole
      – PersonEntity:
          Name:
            NameFull: Gina Harrison
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1918-5227
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Exceptionality Education International
              Type: main
ResultId 1