Abstract

The main focus of this study was the role of attention in children with dyslexia (n = 137), who participated in a literacy-remediation program. Prior to and during four assessment moments (pretest and follow-ups 1–3), the attentional skill was assessed using the Attention Concentration Test (ACT). The ACT provides two measures for attentional skill, namely, working speed and distraction time. Working speed, unlike distraction time, was related to word and text decoding, and spelling (i.e., literacy level). Children who had high scores on working speed were more likely to perform better on all three literacy measures. Thus, working speed is related to literacy level. Literacy progress, the improvement due to the remediation was not affected by attentional skill. An unexpected finding was that a substantial number of children with dyslexia were unable to complete the ACT task without making errors. The same task administered to a younger group of readers without dyslexia proved that the task was not too difficult for this age sample. Attentional skill, albeit related to literacy skill, had no differential effect on remediation. All children profited equally.

摘要

本研究的主要焦点是注意力在阅读障碍儿童 ( n  = 137) 中的作用，他们参与了扫盲矫正计划。在四个评估时刻（前测和后续 1-3）之前和期间，使用注意力集中测试 (ACT) 评估注意力技能。ACT 提供了两种注意力技能的衡量标准，即工作速度和分心时间。与分心时间不同，工作速度与单词和文本解码以及拼写（即识字水平）有关。在工作速度上得分高的儿童更有可能在所有三个识字测量中表现更好。因此，工作速度与识字水平有关。扫盲进度，由于修复而引起的改善不受注意力技能的影响。一个出乎意料的发现是，大量患有阅读障碍的儿童无法在不出错的情况下完成 ACT 任务。对没有阅读障碍的年轻读者群体进行的相同任务证明，对于这个年龄段的样本来说，这项任务并不太难。注意技能虽然与识字技能有关，但对补救没有不同的影响。所有的孩子都同样受益。