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The Role of Attention in Reading in Learners With Neurodevelopmental Conditions /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Role of Attention in Reading in Learners With Neurodevelopmental Conditions // Catherine Archambault.
作者:	Archambault, Catherine,
面頁冊數:	1 electronic resource (157 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
標題:	Reading comprehension. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31527057
ISBN:	9798342110938

The Role of Attention in Reading in Learners With Neurodevelopmental Conditions /
Archambault, Catherine,

The Role of Attention in Reading in Learners With Neurodevelopmental Conditions /Catherine Archambault. - 1 electronic resource (157 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

Understanding the role of attention in reading acquisition for learners with diverse Neurodevelopmental Conditions (NDCs) is crucial, given that attentional and reading difficulties are associated with most disorders. Research using informant- (e.g., questionnaires) and performance-based (e.g. psychometric tasks) measures of attention consistently suggests that attention is related to different aspects of reading acquisition, including word recognition, language comprehension, and reading comprehension in learners with average or above average cognitive functioning. In addition, interventions targeting attention have resulted in improved reading performance. However, most research assessing the relationship between attention and reading is biased towards learners with average or above average cognitive functioning; the relationship between attention and reading in persons with diverse NDCs such as Autism Spectrum Disorder, Intellectual Disability, and Communication Disorders (for example) has not been examined thoroughly and is not as understood. To address this gap in the literature, the current program of research aimed to investigate the role of attention in reading acquisition for learners presenting a varied range of NDCs, including those presenting lower than average cognitive functioning (or IQ).Contextualized within the Active View of Reading (AVR) model, the objective of Study 1 was to clarify the role of attention in reading acquisition for learners with diverse NDCs and a wide-range of IQ. I assessed how informant-and performance-based measures of attention relate to word recognition skills, language comprehension, and reading comprehension, and whether the AVR model can be used to describe the role of attention in reading acquisition for neurodiverse learners. Findings revealed that when accounting for IQ, reaction time on the performance-based attention measure (i.e., Continuous Performance Task) was significantly associated to word recognition, language comprehension, and reading comprehension skills. A mediation model also demonstrated that the relationship between reaction time on the performance-based attention measure and reading comprehension was mediated by word recognition and language comprehension skills. These findings provide evidence suggesting that the AVR can be used to describe the role of attention in reading acquisition for learners with NDCs.The objective of Study 2 was to investigate the feasibility of implementing an attention training program (NeuroTracker)and assessing its effects on reading performance with neurodiverse adolescents with extremely low cognitive functioning. Given the challenges associated to performing assessments and delivering interventions to this population, we sought to determine if it was feasible to implement a classroom-based cognitive training intervention with learners with significant intellectual challenges, as was well as to determine whether the intervention and academic measures were appropriate for this population. Data collected on adherence provided evidence that the task is accessible to learners with cognitive functioning in the extremely low range and confirmed that the intervention and study design can be successfully implemented with this population. Findings also highlighted the strengths and limitations of using standardized measures to assess changes in performance, which has been identified as an important issue when assessing the outcomes of cognitive training programs. These results will inform the design of future experimental studies to assess the mechanisms of action, the efficacy, and the effectiveness of such interventions for learners with lower cognitive abilities. Findings from this program of research will help clinicians develop better practices to assess reading difficulties for learners with NDCs and provide evidence to suggest that attention could be an additional target to support reading acquisition for neurodiverse learners.

English

ISBN: 9798342110938Subjects--Topical Terms:

519378
Reading comprehension.

The Role of Attention in Reading in Learners With Neurodevelopmental Conditions /
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520 $a Understanding the role of attention in reading acquisition for learners with diverse Neurodevelopmental Conditions (NDCs) is crucial, given that attentional and reading difficulties are associated with most disorders. Research using informant- (e.g., questionnaires) and performance-based (e.g. psychometric tasks) measures of attention consistently suggests that attention is related to different aspects of reading acquisition, including word recognition, language comprehension, and reading comprehension in learners with average or above average cognitive functioning. In addition, interventions targeting attention have resulted in improved reading performance. However, most research assessing the relationship between attention and reading is biased towards learners with average or above average cognitive functioning; the relationship between attention and reading in persons with diverse NDCs such as Autism Spectrum Disorder, Intellectual Disability, and Communication Disorders (for example) has not been examined thoroughly and is not as understood. To address this gap in the literature, the current program of research aimed to investigate the role of attention in reading acquisition for learners presenting a varied range of NDCs, including those presenting lower than average cognitive functioning (or IQ).Contextualized within the Active View of Reading (AVR) model, the objective of Study 1 was to clarify the role of attention in reading acquisition for learners with diverse NDCs and a wide-range of IQ. I assessed how informant-and performance-based measures of attention relate to word recognition skills, language comprehension, and reading comprehension, and whether the AVR model can be used to describe the role of attention in reading acquisition for neurodiverse learners. Findings revealed that when accounting for IQ, reaction time on the performance-based attention measure (i.e., Continuous Performance Task) was significantly associated to word recognition, language comprehension, and reading comprehension skills. A mediation model also demonstrated that the relationship between reaction time on the performance-based attention measure and reading comprehension was mediated by word recognition and language comprehension skills. These findings provide evidence suggesting that the AVR can be used to describe the role of attention in reading acquisition for learners with NDCs.The objective of Study 2 was to investigate the feasibility of implementing an attention training program (NeuroTracker)and assessing its effects on reading performance with neurodiverse adolescents with extremely low cognitive functioning. Given the challenges associated to performing assessments and delivering interventions to this population, we sought to determine if it was feasible to implement a classroom-based cognitive training intervention with learners with significant intellectual challenges, as was well as to determine whether the intervention and academic measures were appropriate for this population. Data collected on adherence provided evidence that the task is accessible to learners with cognitive functioning in the extremely low range and confirmed that the intervention and study design can be successfully implemented with this population. Findings also highlighted the strengths and limitations of using standardized measures to assess changes in performance, which has been identified as an important issue when assessing the outcomes of cognitive training programs. These results will inform the design of future experimental studies to assess the mechanisms of action, the efficacy, and the effectiveness of such interventions for learners with lower cognitive abilities. Findings from this program of research will help clinicians develop better practices to assess reading difficulties for learners with NDCs and provide evidence to suggest that attention could be an additional target to support reading acquisition for neurodiverse learners.
520 $a Etant donne que des difficultes d'attention et de lecture sont associees a la plupart des troubles neurodeveloppementaux (TND), il est essentiel de comprendre le role de l'attention dans l'acquisition de la lecture pour les apprenants presentant des TND. Les etudes utilisant des mesures de l'attention basees sur des informateurs ainsi que celles utilisant des mesures directes de l'attention suggerent que les habiletes attentionnelles sont liees a differents aspects de l'acquisition de la lecture (reconnaissance des mots, comprehension orale et comprehension de lecture). De plus, des etudes suggerent que des interventions ciblant l'attention permettraient d'ameliorer les performances en lecture. Cependant, la litterature actuelle sur la relation entre l'attention et la lecture est centree sur les apprenants ayant un fonctionnement cognitif moyen ou superieur a la moyenne.La relation entre l'attention et l'acquisition de la lecture chez les apprenants presentant divers TND n'a pas ete examinee de maniere aussi approfondie et n'est pas aussi bien comprise. Ce programme de recherche visait a etudier la relation entre l'attention et l'acquisition de la lecture chez des apprenants presentant divers TND, y compris ceux presentant un fonctionnement cognitif inferieur a la moyenne. L'objectif de l'Etude 1 etait de clarifier le role de l'attention dans l'acquisition de la lecture chez des apprenants presentant divers TND et des niveaux de fonctionnement cognitif varies, en le contextualisant dans le modele de l'Active View of Reading (AVR). Plus precisement, nous avons evalue comment differentes mesures d'attention sont liees aux capacites de reconnaissance de mot, a la comprehension orale et a la comprehension de lecture et si le modele de l'AVR peut etre utilise pour decrire le role de l'attention dans l'acquisition de la lecture pour les apprenants neurodivers. Les resultats ont indique que le temps de reaction a la mesure directe d'attention (une tache de performance continue) etait significativement associe a la reconnaissance des mots, a la comprehension orale et a la comprehension de la lecture. Un modele statistique base sur le modele de l'AVR a demontre que les habiletes de reconnaissance des mots et la comprehension orale jouent un role de mediateurs dans la relation entre l'attention (temps de reaction) et la comprehension de lecture.L'objectif de l'Etude 2 etait d'etudier la faisabilite de deployer une intervention ciblant l'attention et de mesurer ses effets sur les habiletes en lecture chez des adolescents presentant un TND et un fonctionnement cognitif de niveau extremement faible. Nous voulions determiner s'il etait possible de mettre cette intervention en place dans le contexte de leur classe, ainsi qu'a evaluer si l'intervention et les mesures academiques etaient appropriees pour cette population. Les resultats ont indique que la tache est accessible pour les apprenants presentant un fonctionnement cognitif extremement faible et ont confirme qu'une telle etude peut etre mise en oeuvre avec succes aupres de cette population. Les resultats ont egalement mis en evidence les forces et les faiblesses de l'utilisation de mesures standardisees pour evaluer des changements au niveau des habiletes academiques. Ces resultats vont guider la conception de futures etudes experimentales visant a evaluer les mecanismes d'action, l'efficacite et l'efficience de ces interventions pour les apprenants presentant un fonctionnement cognitif plus faible que la moyenne. Ce programme de recherche devrait permettre de mieux comprendre le role de l'attention dans l'acquisition de la lecture chez les eleves presentant un TND. Les resultats aideront les cliniciens a developper de meilleures pratiques pour evaluer les difficultes de lecture des apprenants presentant un TND. Nos resultats suggerent aussi que les interventions ciblant l'attention pourraient etre un moyen supplementaire pour soutenir l'acquisition de la lecture chez ces apprenants.
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