Attention Components and Spelling Accuracy: Which Connections Matter?

Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contrib...

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Bibliographic Details
Published in:Children (Basel) 2021-06, Vol.8 (7), p.539
Main Authors: Bigozzi, Lucia, Malagoli, Chiara, Pecini, Chiara, Pezzica, Sara, Vezzani, Claudio, Vettori, Giulia
Format: Article
Language:English
Subjects:
Attention
Cognition & reasoning
Cognitive ability
Elementary school students
Handwriting
Homophones
Investigations
Italian language
Learning processes
Longitudinal studies
Memory
Orthography
Pediatrics
Phonology
primary school
Reading comprehension
Short term memory
Spelling
transparent orthography
working memory
Writing
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Summary:Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; age range: 7.6–9.4 years) learning to write in the Italian transparent orthography. Standardised batteries were used to assess their attention and working memory skills, as well as their spelling. Homophone and non-homophone errors were measured, as they may involve different attentional and working memory processes. The results showed that, for 2nd grade children, selective attention shifting, planning, and inhibition predicted non-homophone errors, whereas sequential working memory predicted homophone errors and writing speed was explained by planning and selective attention. In 3rd grade, only homophone errors were predicted by planning and inhibition. No significant relationships were found in 4th grade, nor in the transition across grades. Dynamic and diversified roles of attentional and working memory processes in predicting different writing skills in early primary school years emerged, with a gradual decrease in the attention–writing relationship with age.
ISSN:2227-9067
2227-9067
DOI:10.3390/children8070539