Developmental Relationships between Attention Problems and Reading Skills in Black and White Elementary School Students

IF 1.2 3区 社会学 Q3 SOCIAL WORK Social Work Research Pub Date : 2023-04-12 DOI:10.1093/swr/svad001
Sarah Rabiner Eisensmith, K. Kainz, David Ansong, April Harris-Britt, G. Bowen, Travis J. Albritton, Hayden M. Loeb
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Abstract

Academic performance in preschool and early elementary grades has long been linked with child attention problems. There is empirical and theoretical support that this co-occurrence is attributable to longitudinal relations between attention and reading problems. However, the literature to date—coming primarily from psychology disciplines—has insufficiently explored the possibility that the relationship between attention problems and reading performance affects students differentially. Using data from the Early Childhood Longitudinal Study, this inquiry extends the current literature by examining whether initial scores and rates of change in the relationship between attention problems and later reading performance vary by child’s race, gender, and socioeconomic status (SES). Findings support the claim that attention and reading develop in a mutual process and reveal a complicated pattern of social and individual predictors of attention reading growth over time. Social work researchers can reframe and reinvestigate evidence derived from a psychological framing of the dual developmental processes of reading and attention within a broader understanding of the nested nature of child development within structures of oppression.
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黑人和白人小学生注意问题与阅读技能的发展关系
长期以来,学前班和小学早期的学习成绩一直与儿童的注意力问题有关。有实证和理论支持,这种共现可归因于纵向关系的注意和阅读问题。然而,迄今为止的文献——主要来自心理学学科——并没有充分探讨注意力问题和阅读表现之间的关系对学生产生不同影响的可能性。利用早期儿童纵向研究的数据,本研究扩展了目前的文献,研究了注意力问题与后来的阅读表现之间关系的初始分数和变化率是否因儿童的种族、性别和社会经济地位(SES)而异。研究结果支持了注意力和阅读在一个相互过程中发展的说法,并揭示了一个复杂的社会和个人注意力阅读随时间增长的预测模式。社会工作研究人员可以在更广泛地理解儿童发展在压迫结构中的嵌套性质的基础上,重新构建和调查来自阅读和注意力双重发展过程的心理框架的证据。
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来源期刊
Social Work Research
Social Work Research SOCIAL WORK-
CiteScore
1.90
自引率
0.00%
发文量
34
期刊介绍: Social work research addresses psychosocial problems, preventive interventions, treatment of acute and chronic conditions, and community, organizational, policy and administrative issues. Covering the lifespan, social work research may address clinical, services and policy issues. It benefits consumers, practitioners, policy-makers, educators, and the general public by: •Examining prevention and intervention strategies for health and mental health, child welfare, aging, substance abuse, community development, managed care, housing, economic self-sufficiency, family well-being, etc.; Studying the strengths, needs, and inter-relationships of individuals, families, groups, neighborhoods, and social institutions;
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