Attention skills and response to a computer-based literacy intervention
Bibliographic record
Abstract
Inattention is often associated with early reading difficulties and to non-responsiveness to reading interventions. The aim of the present study was to explore the relationships between attention skills and literacy skills over the course of the computer-based literacy intervention, ABRACADABRA. The design included a contrast of two interventions, Synthetic Phonics and Rime, against a classroom control, enabling a comparison of different types of literacy contexts for grade one students with varying attention skills. Attention skills, as measured by both parent ratings and a sustained attention task, were found to predict reading-related skills and students' improvement over the course of the intervention. However, the predictive power of attention changed across different literacy contexts. For students who did not participate in the intervention, sustained attention predicted growth in blending skills and inattention predicted reading comprehension improvement, while the Synthetic Phonics group no longer showed these associations. These results suggest that the literacy environment has an impact on the mapping of associations between literacy and attention skills.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".