What is it about?
A higher severity of inattention symptoms has been related to lower reading abilities, both decoding and reading comprehension, during childhood. However, we are still trying to demystify why it is the case. In this study, we investigate how cognitive skills might be involved in these associations.
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Why is it important?
We tested and found support for mediation models, suggesting that higher inattention is related to lower cognitive skills, which in return are related to lower reading abilities in school-age children. By cognitive skills, we mean thinking skills demonstrated by children when they have to define words (expressive vocabulary), to rapidly name words or numbers (rapid automatized naming), and to perceive and manipulate sounds (phonological awareness).
Perspectives
We hope that this study helps understanding the relevance of conducting neuropsychological evaluations and studies in children who present multiple challenges, such as inattention symptoms and reading difficulties interfering with their school and home functioning. By identifying strengths and challenges, we can better target intervention strategies to optimize children’s daily functioning.
Vickie Plourde
University of Alberta
Read the Original
This page is a summary of: Cognitive mechanisms underlying the associations between inattention and reading abilities, Developmental Neuropsychology, January 2018, Taylor & Francis,
DOI: 10.1080/87565641.2017.1422508.
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