Sustained attention and behavioral ratings of attention in struggling readers.

behavioral ratings of attention reading difficulties sustained attention

Journal

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading
ISSN: 1088-8438
Titre abrégé: Sci Stud Read
Pays: United States
ID NLM: 101491238

Informations de publication

Date de publication:
2021
Historique:
entrez: 6 9 2021
pubmed: 7 9 2021
medline: 7 9 2021
Statut: ppublish

Résumé

Attention is correlated with reading, but the extent to which behavioral ratings and sustained attention relate to reading skills is unclear. We assessed 245 4

Identifiants

pubmed: 34483643
doi: 10.1080/10888438.2020.1826950
pmc: PMC8411923
mid: NIHMS1632475
doi:

Types de publication

Journal Article

Langues

eng

Pagination

436-451

Subventions

Organisme : NICHD NIH HHS
ID : F31 HD098797
Pays : United States
Organisme : NICHD NIH HHS
ID : P50 HD052117
Pays : United States

Déclaration de conflit d'intérêts

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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Auteurs

Kelly T Macdonald (KT)

Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston.

Marcia A Barnes (MA)

Department of Special Education, Vanderbilt University.

Jeremy Miciak (J)

Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston.

Greg Roberts (G)

Meadows Center for Preventing Educational Risk, University of Texas at Austin.

Kelly K Halverson (KK)

Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston.

Sharon Vaughn (S)

Meadows Center for Preventing Educational Risk, University of Texas at Austin.

Paul T Cirino (PT)

Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston.

Classifications MeSH