Examining the Role of Sustained Attention on Reading Outcomes Within a Context of Childhood Adversity

• In Event: Literacy Strategies and Interventions: Reading and Text Comprehension

Abstract

While researchers have identified childhood adversity as a risk factor for many poor reading outcomes and compromised attentional abilities, the mechanism that describes how childhood adversity affects the relationship between reading and attention remains unclear. Using extant data from the Fragile Families and Child Wellbeing Study, this study utilized a series of hierarchical regressions to examine the role of sustained attention in predicting reading outcomes (i.e., achievement, comprehension) at five and nine years old within a context of early childhood adversity. The results revealed sustained attention as a primary predictor for children’s early and later reading outcomes, emphasizing the need to implement practices that foster attentional development in schools to improve the reading outcomes of children exposed to adversity.

Authors

• Charles Alvarado, Pennsylvania State University
  Presenting Author

• Carlomagno Panlilio, Pennsylvania State University
  Non-Presenting Author