| Title |
The Impact of Tutoring on Early Reading Achievement for Children With and Without Attention Problems
|
|---|---|
| Published in |
Research on Child and Adolescent Psychopathology, June 2004
|
| DOI | 10.1023/b:jacp.0000026141.20174.17 |
| Pubmed ID | |
| Authors |
David L. Rabiner, Patrick S. Malone, Conduct Problems Prevention Research Group |
| Abstract |
This study examined whether the benefits of reading tutoring in first grade were moderated by children's level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement measures were administered after kindergarten and 1st grade, and teacher ratings of attention problems were obtained during 1st grade. During 1st grade, intervention participants received three 30-min tutoring sessions per week to promote the development of initial reading skills. Results replicated prior findings that attention problems predict reduced 1st grade reading achievement, even after controlling for IQ and earlier reading ability. Intervention was associated with modest reading achievement benefits for inattentive children without early reading difficulties, and substantial benefits for children with early reading difficulties who were not inattentive. It had no discernible impact, however, for children who were both inattentive and poor early readers. Results underscore the need to develop effective academic interventions for inattentive children, particularly for those with co-occurring reading difficulties. |
Mendeley readers
The data shown below were compiled from readership statistics for 90 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 2% |
| Germany | 1 | 1% |
| Unknown | 87 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 16 | 18% |
| Researcher | 11 | 12% |
| Student > Master | 10 | 11% |
| Student > Doctoral Student | 6 | 7% |
| Student > Bachelor | 6 | 7% |
| Other | 19 | 21% |
| Unknown | 22 | 24% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 42 | 47% |
| Social Sciences | 11 | 12% |
| Neuroscience | 4 | 4% |
| Medicine and Dentistry | 3 | 3% |
| Engineering | 2 | 2% |
| Other | 6 | 7% |
| Unknown | 22 | 24% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 07 April 2017.
All research outputs
#22,759,802
of 25,374,647 outputs
Outputs from Research on Child and Adolescent Psychopathology
#1,947
of 2,047 outputs
Outputs of similar age
#60,744
of 62,303 outputs
Outputs of similar age from Research on Child and Adolescent Psychopathology
#3
of 3 outputs
Altmetric has tracked 25,374,647 research outputs across all sources so far. This one is in the 1st percentile – i.e., 1% of other outputs scored the same or lower than it.
So far Altmetric has tracked 2,047 research outputs from this source. They typically receive more attention than average, with a mean Attention Score of 9.5. This one is in the 1st percentile – i.e., 1% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 62,303 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 3 others from the same source and published within six weeks on either side of this one.