Abstract The ability to read depends on different cognitive skills. This study investigated the role of the main components of attention (selective attention, focused attention, distributed attention, and alternating attention) on the different dimensions of reading skills in novice readers. Participants were 288 Italian children, who attended the first year of primary school. Attention and reading skills (reading ‘‘comprehension,’’ ‘‘accuracy,’’ and ‘‘speed’’) were measured. Different components of attention influence each dimension of reading. Moreover, both the correctness and rapidity at which attention operates play a pivotal role in learning to read. Interestingly, selective attention is involved in all dimensions of reading. These findings may have educational and practical relevance. The early assessment of attention might favor the development of new strategies of intervention in dyslexic children and in children at risk of developing learning difficulties.
|Titolo:||Novice Readers: The Role of Focused, Selective, Distributed and Alternating Attention at the First Year of the Academic Curriculum|
|Data di pubblicazione:||2017|
|Appare nelle tipologie:||1.1 Articolo in rivista|