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Attention processes in children with movement difficulties, reading difficulties or both.

S A Cruddace1, P M Riddell

  • 1School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.

Journal of Abnormal Child Psychology
|October 10, 2006
PubMed
Summary

Children with movement difficulties (MD), with or without reading difficulties (RD), show attention deficits. However, children with only RD do not exhibit attention issues compared to typical peers.

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Area of Science:

  • Developmental psychology
  • Neuroscience
  • Educational psychology

Background:

  • Reading difficulties (RD) and movement difficulties (MD) frequently co-occur, suggesting a relationship beyond independent occurrences.
  • Understanding the interplay between these conditions and cognitive functions like attention is crucial for effective interventions.

Purpose of the Study:

  • To investigate the association between attentional processes, RD, and MD in 9-year-old school children.
  • To determine if MD influences attention, with or without co-occurring RD.

Main Methods:

  • Children were screened into groups: RD only, MD only, combined RD and MD, and a control group.
  • All groups completed a battery of cognitive attention assessments (TEA-Ch).

Main Results:

  • The co-occurrence of RD and MD was higher than expected by chance.
  • Children with MD (with or without RD) performed significantly worse on all attention measures compared to controls.
  • Children with RD only showed no significant differences in attention compared to typical children.

Conclusions:

  • Movement difficulties, not reading difficulties alone, are strongly associated with attention deficits in school-aged children.
  • The findings suggest that attentional processes may be a shared underlying factor or are significantly impacted by movement difficulties.