Attention Network Routes to Reading Accuracy: Less is More

Johnston, S. , Hennessey, N. & Leitão, S. .

Curtin University

Reading development, a current priority in educational research, is associated with both phonological processing skills, and non-linguistic factors including attention network functioning. Attention network functions include alerting (modulating vigilance), orienting (locating information), and executive control (inhibiting distractions). It is, however, unclear how these factors are related in predicting reading. This study examined the interaction between attention networks, phonological processing skills, and reading among 150 beginning (aged 6-7) and older (aged 9-10) typically developing readers and readers with developmental dyslexia (aged 9-10).

The study employed tasks assessing visual and auditory attention, phonological processing, and reading accuracy (regular words). All assessments were individually administered following standardized protocols. Data were analysed using repeated measures ANOVA and structural equation modelling.

The findings suggest that, for all participants, there is a compulsory role for phonological processing, and reading requires an efficient mapping to phonology. This efficiency depends on auditory orienting attention for beginning readers and visual orienting for older readers. However, children with dyslexia rely upon both visual and auditory orienting attention, and recruit additional networks (visual alerting and auditory executive) to accomplish reading. These findings offer a detailed understanding of the differences in reading routes based on reading ability.