We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self-reported self-efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self-efficacy compared to typical readers.

中文翻译：

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四年级阅读干预中充分和不足反应者的认知属性、注意力和自我效能。


我们检查了四年级阅读困难者的认知属性、注意力和自我效能，这些人被确定为充分反应者 (n = 27)、仅理解能力缺陷的反应不足者 (n = 46) 以及理解和单词阅读缺陷的反应不足者 (n = 46)。 n = 52) 接受多成分阅读干预后。我们还纳入了典型读者 (n = 40)。对这四组学生的非语言推理、工作记忆、语言知识、听力理解、语音意识和快速命名的测量以及教师对注意力问题的评分和自我报告的自我效能进行了比较。与典型读者和充分响应者相比，两个不充分响应者组主要表现出言语知识和听力理解方面的困难。语音意识和快速命名将这两个反应不足的群体区分开来。此外，与典型读者相比，这两个反应不足的群体都表现出更多的注意力问题和较低的自我效能感。