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Attention skills and response to a computer-based literacy intervention
THESIS

, McGill University , Canada

McGill University . Awarded

Abstract

Inattention is often associated with early reading difficulties and to non-responsiveness to reading interventions. The aim of the present study was to explore the relationships between attention skills and literacy skills over the course of the computer-based literacy intervention, ABRACADABRA. The design included a contrast of two interventions, Synthetic Phonics and Rime, against a classroom control, enabling a comparison of different types of literacy contexts for grade one students with varying attention skills. Attention skills, as measured by both parent ratings and a sustained attention task, were found to predict reading-related skills and students' improvement over the course of the intervention. However, the predictive power of attention changed across different literacy contexts. For students who did not participate in the intervention, sustained attention predicted growth in blending skills and inattention predicted reading comprehension improvement, while the Synthetic Phonics group no longer showed these associations. These results suggest that the literacy environment has an impact on the mapping of associations between literacy and attention skills.

Citation

Deault, L.C. Attention skills and response to a computer-based literacy intervention. Master's thesis, McGill University. Retrieved April 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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