Attention skills are strong cross-sectional predictors of reading comprehension from childhood through to adolescence. However, less is known about the developmental relations between these two domains across this period. This study examined the codevelopment of reading and attention in a community sample of 614 Australian school students (50% female). Reading and attention were assessed at ages 8, 10, 12, and 14. Results of univariate latent growth models demonstrated, on average, curvilinear trajectories for reading in which rapid growth across younger age spans decelerates as children reach adolescence. By contrast, attention skills remained relatively stable on average. Significant negative correlations were observed between the intercept and slope factors in separate reading (r = -.62) and attention models (r = -.39) suggesting compensatory growth patterns in which poorer performing students in both domains at age 8 have steeper trajectories than their higher performing peers. A comparison of a multivariate latent growth model and an autoregressive latent trajectory model with structured residuals (ALT-SR) examined the interrelatedness of development in reading and attention. Both between-individual and within-individual cross-domain parameters showed reading and attention to be positively related at Grade 3, indicating an association between better attention and higher reading achievement at age 8. However, there was little evidence for interrelated growth across domains in this sample. The results contribute to theories which explain whether and how multiple cognitive domains codevelop over a substantial period of childhood and early adolescence. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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从儿童中期到青春期早期阅​​读和注意力的共同发展：一项多元潜在增长曲线研究。

注意力技能是从童年到青春期阅读理解的强有力的横截面预测指标。然而，关于这一时期这两个领域之间的发展关系知之甚少。本研究调查了 614 名澳大利亚学生（50% 为女性）的社区样本中阅读和注意力的共同发展。阅读和注意力在 8、10、12 和 14 岁时进行了评估。单变量潜在增长模型的结果平均显示，阅读曲线轨迹随着儿童进入青春期，越过越年轻的快速增长会减速。相比之下，注意力技能平均保持相对稳定。在单独阅读（r = -.62）和注意力模型（r = -. 39) 提出了补偿性增长模式，其中 8 岁时在这两个领域中表现较差的学生比表现较好的同龄人具有更陡峭的轨迹。多元潜在增长模型和具有结构化残差的自回归潜在轨迹模型 (ALT-SR) 的比较检查了阅读和注意力发展的相互关联性。个体之间和个体内部的跨领域参数都显示，阅读和注意力在 3 年级时呈正相关，这表明更好的注意力和 8 岁时更高的阅读成绩之间存在关联。然而，几乎没有证据表明在 3 年级时跨领域的相关增长这个样本。这些结果有助于解释多个认知领域是否以及如何在相当长的童年和青春期早期共同发展的理论。