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The relationship between attention and achievement in reading and numeracy


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Ta'eed, Gillian Lorraine 2006 , 'The relationship between attention and achievement in reading and numeracy', Research Master thesis, University of Tasmania.

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The well established link between behavioural problems and academic
underachievement (Hinshaw, 1992) has resulted in research aimed at identifying
which type of behavioural difficulties are correlates of underachievement. Inattention
has consistently been shown to be a major factor in reading difficulties as well as
being linked to poor performance in other academic areas. This suggests that
investigations of children's achievement may benefit from including an assessment of
their attentional abilities aimed at identifying the kinds of attentional problems that are
associated with underachievement. This review considers some of the difficulties of
defining attention and outlines some approaches to its measurement. The broad
consensus among researchers is that attention is not a single cognitive function.
Aspects of attention that have received the greatest research and clinical interest are
selective attention, sustained attention, divided attention and attentional switching.
The main approaches to assessing attention are rating scales, generally by teachers or
parents, and cognitive tests, which raise different issues of validity. Studies are
needed to compare these different assessment methods and to see which methods best
assess different aspects of attention. Future research could also look at sex differences
in attentional abilities and their relationship to different patterns of achievement in
boys and girls across subject areas.

Item Type: Thesis - Research Master
Authors/Creators:Ta'eed, Gillian Lorraine
Keywords: Attention, Attention, Attention in children, Learning, Psychology of
Copyright Holders: The Author
Additional Information:

"Master of Clinical Psychology". Thesis (MPsych.)--University of Tasmania, 2005. Includes bibliographical references

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