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The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students.

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Title: The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students.
Authors: Roberts, Greg (AUTHOR), Rane, Shruti (AUTHOR), Fall, Anna-Mária (AUTHOR), Denton, Carolyn A. (AUTHOR), Fletcher, Jack M. (AUTHOR), Vaughn, Sharon (AUTHOR)
Source: Journal of Clinical Child & Adolescent Psychology. Nov/Dec2015, Vol. 44 Issue 6, p942-953. 12p.
Subjects: Intensive reading, Psychology of middle school students, Attention, Reading ability testing, Reading level of students
Abstract: The purpose of the study was to estimate the impact of reading intervention on ratings of student attention over time. We used extant data from a longitudinal randomized study of a response-based reading intervention to fit a multiple-indicator, multilevel growth model. The sample at randomization was 54% male, 18% limited English proficient, 85% eligible for free or reduced-price lunch, 58% African American, and 32% Hispanic. Reading ability was measured by using the Woodcock–Johnson III Tests of Achievement. Attention was measured by using the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale. Findings indicate that intensive, response-based reading intervention over 3 years improved reading achievementandbehavioral attention in middle school struggling readers, with treatment directly affecting reading, which in turn influenced attention. In the business-as-usual condition, there was no relation between improved reading and attention. The results are consistent with a correlated liabilities model of comorbidity. The results do not align with the inattention-as-cause hypothesis, which predicts that reading intervention should not affect attention. The findings do not support, but do not necessarily preclude, the phenocopy hypothesis. The results are especially pertinent for older students who may be inattentive partly because of years of struggling with reading. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Clinical Child & Adolescent Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students.
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  Data: <searchLink fieldCode="AR" term="%22Roberts%2C+Greg%22">Roberts, Greg</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rane%2C+Shruti%22">Rane, Shruti</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fall%2C+Anna-Mária%22">Fall, Anna-Mária</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Denton%2C+Carolyn+A%2E%22">Denton, Carolyn A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fletcher%2C+Jack+M%2E%22">Fletcher, Jack M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vaughn%2C+Sharon%22">Vaughn, Sharon</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Clinical+Child+%26+Adolescent+Psychology%22">Journal of Clinical Child & Adolescent Psychology</searchLink>. Nov/Dec2015, Vol. 44 Issue 6, p942-953. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Intensive+reading%22">Intensive reading</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+middle+school+students%22">Psychology of middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of the study was to estimate the impact of reading intervention on ratings of student attention over time. We used extant data from a longitudinal randomized study of a response-based reading intervention to fit a multiple-indicator, multilevel growth model. The sample at randomization was 54% male, 18% limited English proficient, 85% eligible for free or reduced-price lunch, 58% African American, and 32% Hispanic. Reading ability was measured by using the Woodcock–Johnson III Tests of Achievement. Attention was measured by using the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale. Findings indicate that intensive, response-based reading intervention over 3 years improved reading achievementandbehavioral attention in middle school struggling readers, with treatment directly affecting reading, which in turn influenced attention. In the business-as-usual condition, there was no relation between improved reading and attention. The results are consistent with a correlated liabilities model of comorbidity. The results do not align with the inattention-as-cause hypothesis, which predicts that reading intervention should not affect attention. The findings do not support, but do not necessarily preclude, the phenocopy hypothesis. The results are especially pertinent for older students who may be inattentive partly because of years of struggling with reading. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Clinical Child & Adolescent Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=110120579
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        Value: 10.1080/15374416.2014.913251
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        Text: English
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        PageCount: 12
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      – SubjectFull: Intensive reading
        Type: general
      – SubjectFull: Psychology of middle school students
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      – SubjectFull: Attention
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      – SubjectFull: Reading ability testing
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      – SubjectFull: Reading level of students
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              Text: Nov/Dec2015
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