Can Kindergarten Teacher Reports of Students' Attention Levels Predict Scores on a Standardized Reading Assessment?

• In Event: Poster Session 2: Topics Affecting Early Childhood Teachers and Children

Abstract

Reading proficiency is a leading predictor of future academic and professional success, but one in five American adults do not have sufficient literacy skills. Previous research attributes part of this literacy gap to individuals having deficient executive functioning skills, especially attention focusing skills, which are essential during the reading process. This study sought to determine if there is a relationship between kindergarten teacher reports of students’ attentional focus levels and students’ performance on a standardized reading assessment at three different waves using ECLS-K:2011. A statistically significant relationship was found at the bivariate and multivariate levels.

Author

• Kimberly C. Culbertson, Notre Dame of Maryland University