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Journal of Research on Educational Effectiveness Volume 7, 2014 - Issue 3: Learning Disabilities Research Studies: Findings From NICHD-Funded Projects
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INTERVENTION, EVALUATION, AND POLICY STUDIES

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers

Amanda C. MillerRegis University, Denver, Colorado, USACorrespondence[email protected]
,
Douglas FuchsVanderbilt University, Nashville, Tennessee, USA
,
Lynn S. FuchsVanderbilt University, Nashville, Tennessee, USA
,
Donald ComptonVanderbilt University, Nashville, Tennessee, USA
,
Devin KearnsBoston University, Boston, Massachusetts, USA
,
Wenjuan ZhangVanderbilt University, Nashville, Tennessee, USA
,
Loulee YenVanderbilt University, Nashville, Tennessee, USA
,
Samuel PattonVanderbilt University, Nashville, Tennessee, USA
&
Danielle Peterson KirchnerVanderbilt University, Nashville, Tennessee, USA
 show all
Pages 232-249 | Published online: 30 Jun 2014

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Licheng Xue, Ying Xiao, Tianying Qing, Urs Maurer, Wei Wang, Huidong Xue, Xuchu Weng & Jing Zhao. (2023) Attention to the fine-grained aspect of words in the environment emerges in preschool children with high reading ability. Visual Cognition 31:1, pages 85-96.
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Kelly T. Macdonald, Marcia A. Barnes, Jeremy Miciak, Greg Roberts, Kelly K. Halverson, Sharon Vaughn & Paul T. Cirino. (2021) Sustained Attention and Behavioral Ratings of Attention in Struggling Readers. Scientific Studies of Reading 25:5, pages 436-451.
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Marcia A. Barnes, Alice Klein, Paul Swank, Prentice Starkey, Bruce McCandliss, Kylie Flynn, Tricia Zucker, Chun-Wei Huang, Anna-Mária Fall & Greg Roberts. (2016) Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children. Journal of Research on Educational Effectiveness 9:4, pages 577-606.
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Abdullahi Yusuf, Norah Md Noor & Shamsudeen Bello. (2023) Using multimodal learning analytics to model students’ learning behavior in animated programming classroom. Education and Information Technologies.
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Erin K. Reid, Yusra Ahmed & Milena A. Keller-Margulis. (2023) Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test. Journal of School Psychology 99, pages 101220.
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Elizabeth S.M. Chan, Jeffrey A. Shero, Eric D. Hand, Alissa M. Cole, Fatou Gaye, Jamie A. Spiegel & Michael J. Kofler. (2022) Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis. Journal of Attention Disorders 27:2, pages 182-200.
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Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Lynn S. Fuchs, Pamela M. Seethaler & Douglas Fuchs. (2022) Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. Journal of Learning Disabilities 55:6, pages 513-527.
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Katrina Winsor, Jay Silverstein, Lea A. Theodore, Arth Naik & Eric Shyman. (2022) Assessing the Impact of Animal-Assisted Occupational Therapy on Attention in Preschoolers. Human-animal interaction bulletin.
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Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty & Christian T. Doabler. (2022) A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core. Exceptional Children 89:1, pages 42-59.
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Christopher J. Lonigan, Eric D. Hand, Jamie A. Spiegel, Brittany M. Morris, Colleen M. Jungersen, Sarah V. Alfonso & Beth M. Phillips. (2022) Does preschool children’s self-regulation moderate the impacts of instructional activities? Evidence from a randomized intervention study. Journal of Experimental Child Psychology 216, pages 105321.
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Myrofora Kakoulidou, Frances Le Cornu Knight, Roberto Filippi & Jane Hurry. (2021) The Effects of Choice on the Reading Comprehension and Enjoyment of Children with Severe Inattention and no Attentional Difficulties. Research on Child and Adolescent Psychopathology 49:11, pages 1403-1417.
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Tara Kulkarni, Amanda L. Sullivan & Jiwon Kim. (2020) Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?. Educational Psychology Review 33:3, pages 915-936.
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Andreza Do Vale Gonçalves & Cláudia da Silva. (2020) Prática de intervenção fonológica associada à leitura nas dificuldades de aprendizagem. Revista Vértices 22:2, pages 355-367.
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Rebecca L. P. Jordan, Edmund P. Fernandez, Lara‐Jeane C. Costa & Stephen R. Hooper. (2020) Internalizing and Externalizing Behaviors of Children with Writing Disabilities. Learning Disabilities Research & Practice 35:2, pages 72-81.
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Bethany R Wainwright, Melissa L Allen & Kate Cain. (2020) Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition. Autism & Developmental Language Impairments 5, pages 239694152091794.
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Paul T. Cirino, Jeremy Miciak, Yusra Ahmed, Marcia A. Barnes, W. Pat Taylor & Elyssa H. Gerst. (2018) Executive function: association with multiple reading skills. Reading and Writing 32:7, pages 1819-1846.
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H. Jiang & K. Farquharson. (2018) Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison. Reading and Writing 31:7, pages 1449-1477.
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Justin D. Garwood, Cheryl Varghese & Lynne Vernon-Feagans. (2017) Internalizing Behaviors and Hyperactivity/Inattention: Consequences for Young Struggling Readers, and Especially Boys. Journal of Early Intervention 39:3, pages 218-235.
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Séverin Lions & Marcela Peña. (2016) Reading Comprehension in Latin America: Difficulties and Possible Interventions. New Directions for Child and Adolescent Development 2016:152, pages 71-84.
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Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton & Carol L. Hamlett. (2016) Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?. Child Development 87:2, pages 558-567.
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Peng Peng & Amanda C. Miller. (2016) Does attention training work? A selective meta-analysis to explore the effects of attention training and moderators. Learning and Individual Differences 45, pages 77-87.
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