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Description

This study evaluates the relations of reading comprehension, decoding, working memory, and attentional control of students in grades 6–12. Findings suggest different aspects of attentional control are important for decoding versus comprehension.

Citation

Arlington, N. C., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325–346.


Related Institute

Related Project

Published Date

2014

Funding Source

U.S. Department of Education, Institute of Education Sciences

Topic

Reading Instruction

Type of Resource

Journal Article/Book Chapter

Audience

Researcher

Grade Level

Middle School
High School