Developmental Relationships between Attention Problems and Reading Skills in Black and White Elementary School Students.
Academic performance in preschool and early elementary grades has long been linked with child attention problems. There is empirical and theoretical support that this co-occurrence is attributable to longitudinal relations between attention and reading problems. However, the literature to date—comin...
| Publicado en: | Social Work Research Vol. 47; no. 2; pp. 111 - 125 |
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| Autores principales: | , , , , , , |
| Formato: | Artículo |
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Oxford University Press / USA
Jun2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=163720522&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 163720522 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10705309 SWK jtl: Social Work Research issn: 10705309 maglogo: N pubinfo: dt: Jun2023 vid: 47 iid: 2 pid: 622 pub: Oxford University Press / USA artinfo: ui: 163720522 10.1093/swr/svad001 ppf: 111 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 391KB tig: atl: Developmental Relationships between Attention Problems and Reading Skills in Black and White Elementary School Students. aug: au: Eisensmith, Sarah Rabiner Kainz, Kirsten Ansong, David Harris-Britt, April Bowen, Gary L Albritton, Travis J Loeb, Hayden affil: PhD, MSW, MEd, is academic guide and researcher, Academic Guides Program, Duke University , 440 Chapel Drive, PO Box 90854, Craven House D, Durham, NC 27708, USA PhD, is research professor and associate director for research development, School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill , NC, USA PhD, MSW, is associate professor, School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill , NC, USA PhD, is clinical psychologist and director of student success, Fielding Graduate University, AHB Center for Behavioral Health and Wellness , Durham, NC, USA PhD, ACSW, is Kenan distinguished professor, School of Social Work, University of North Carolina at Chapel Hill , Chapel Hill, NC, USA PhD, is associate dean of diversity, equity, and inclusion, and clinical associate professor, School of Social Work, University of North Carolina at Chapel Hill , Chapel Hill, NC, USA is a research assistant, Fielding Graduate University, AHB Center for Behavioral Health and Wellness , Durham, NC, USA su: Reading African Americans Elementary schools White people Attention Students Race Developmental disabilities Social work research Child development Academic achievement Interpersonal relations Literature Mathematical variables Questionnaires Descriptive statistics Longitudinal method sug: subj: Reading African Americans Elementary schools White people Attention Students Race Developmental disabilities Social work research Child development Academic achievement Interpersonal relations Literature Elementary and Secondary Schools Other Individual and Family Services Mathematical variables Questionnaires Descriptive statistics Longitudinal method keyword: attention problems elementary school students parallel latent growth model performance gaps reading performance attention problems elementary school students parallel latent growth model performance gaps reading performance ab: Academic performance in preschool and early elementary grades has long been linked with child attention problems. There is empirical and theoretical support that this co-occurrence is attributable to longitudinal relations between attention and reading problems. However, the literature to date—coming primarily from psychology disciplines—has insufficiently explored the possibility that the relationship between attention problems and reading performance affects students differentially. Using data from the Early Childhood Longitudinal Study, this inquiry extends the current literature by examining whether initial scores and rates of change in the relationship between attention problems and later reading performance vary by child's race, gender, and socioeconomic status (SES). Findings support the claim that attention and reading develop in a mutual process and reveal a complicated pattern of social and individual predictors of attention reading growth over time. Social work researchers can reframe and reinvestigate evidence derived from a psychological framing of the dual developmental processes of reading and attention within a broader understanding of the nested nature of child development within structures of oppression. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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