Properties of Attention During Reading Lessons

Mutsumi Imai, Richard C. Anderson, Ian A.G. Wilkinson, Hwajin Yi

研究成果: Article査読

22 被引用数 (Scopus)


This study investigated the attention of 116 children in 6 2nd- and 3rd-grade classrooms while they participated in 4 lessons involving progressively more difficult stories. Analysis of videotapes of the lessons revealed that the likelihood of a lapse of attention was highest during the first 15 s of attention episodes. Lapses in attention were more likely among 2nd graders than among 3rd graders, among boys than among girls, in low groups than in middle groups, and in middle groups than in high groups. The more difficult the story, the more likely were lapses in attention, especially among younger and less able students. Reading-group membership was more strongly related to attention than were reliable measures of children's individual comprehension and fluency; a leading hypothesis to explain this finding is that reading groups have subcultures that differentially support paying attention. The most newsworthy finding of the study was the sharp drop in attention after oral reading errors; this drop was observed in all reading groups in both 2nd and 3rd grades.

ジャーナルJournal of Educational Psychology
出版ステータスPublished - 1992 6月

ASJC Scopus subject areas

  • 教育
  • 発達心理学および教育心理学


「Properties of Attention During Reading Lessons」の研究トピックを掘り下げます。これらがまとまってユニークなフィンガープリントを構成します。