Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects?
Journal Article (Journal Article)
Objective
This study examined whether the negative association between children's attention difficulties and their academic functioning is largely confined to children whose attention problems persist across early grades and whether it depends on when attention problems emerge in children's schooling.Method
Children from the normative sample of the Fast Track study were classified into four attention problem groups based on the presence versus absence of attention problems in first and second grade.Results
Those with attention problems in both grades showed a decline in reading and math achievement during the K-5 interval relative to children with attention problems in first grade only. Both groups of inattentive first graders also performed worse than comparison children. In contrast, children whose attention problems emerged in second grade did not differ from comparison children on any achievement outcome performed significantly better than inattentive first graders.Conclusion
The implications of these findings are discussed.Full Text
Duke Authors
Cited Authors
- Rabiner, DL; Carrig, MM; Dodge, KA
Published Date
- November 2016
Published In
Volume / Issue
- 20 / 11
Start / End Page
- 946 - 957
PubMed ID
- 24141101
Pubmed Central ID
- PMC3991770
Electronic International Standard Serial Number (EISSN)
- 1557-1246
International Standard Serial Number (ISSN)
- 1087-0547
Digital Object Identifier (DOI)
- 10.1177/1087054713507974
Language
- eng