Attention Components and Spelling Accuracy
Which Connections Matter
Bibliographic Data
| ID | 15719953 |
|---|---|
| Authors | Lucia Bigozzi (0000-0002-5685-633X, University of Florence), Chiara Malagoli (0000-0001-6872-2315, University of Florence, corresponding author), Chiara Pecini (0000-0003-2577-5980, University of Florence), Sara Pezzica (Italian Association for Attention Deficits and Hyperactivity Disorder (A.I.D.A.I), Viale F. Redi 127, 50125 Firenze, Italy), Claudio Vezzani (0000-0002-9718-7865, University of Florence), Giulia Vettori (0000-0001-9616-1615, University of Florence) |
| Year | 2021 |
| Volume | 8 |
| Issue | 7 |
| Pages | 539-539 |
| Publication date | 2021-06-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children8070539 |
| PMID | 34202526 |
| OpenAlex | W3174260501 |
| Language | EN |
| Citations received | 2 |
| References cited | 86 |
Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; age range: 7.6-9.4 years) learning to write in the Italian transparent orthography. Standardised batteries were used to assess their attention and working memory skills, as well as their spelling. Homophone and non-homophone errors were measured, as they may involve different attentional and working memory processes. The results showed that, for 2nd grade children, selective attention shifting, planning, and inhibition predicted non-homophone errors, whereas sequential working memory predicted homophone errors and writing speed was explained by planning and selective attention. In 3rd grade, only homophone errors were predicted by planning and inhibition. No significant relationships were found in 4th grade, nor in the transition across grades. Dynamic and diversified roles of attentional and working memory processes in predicting different writing skills in early primary school years emerged, with a gradual decrease in the attention-writing relationship with age
Cognition · Cognitive psychology · Developmental psychology · Executive functions · Homophone · Linguistics · Orthography · Reading (process · Short-term memory · Spell · Spelling · Working memory · Cognitive and developmental aspects of mathematical skills · Neuroscience · Psychology · Reading and Literacy Development · Writing and Handwriting Education
A Developmental Perspective on Executive Function
The Effects of Planning on Fluency, Complexity, and Accuracy in Second Language Narrative Writing
Models of reading aloud
The number of subjects per variable required in linear regression analyses
Wechsler Intelligence Scale for Children, Fourth Edition
The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence
DRC
Development of word reading fluency and spelling in a consistent orthography
Associations between Learning and Behavioral Difficulties in Second-Grade Children
Acoustical barriers in classrooms
Routes to Reading and Spelling
A classroom intervention to improve executive functions in late primary school children
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2022 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |