International Journal of Psychology and Psychological Therapy

The Mental Attention in Learning to Read

Volume 9 Num. 3 - October 2009 - Pages 335-349

Authors:

Jaime Solsona , José I. Navarro , Manuel Aguilar

jose.navarro@uca.es

Abstract:

The main goal of this study was to set up relations
between the phonological awareness, the logical-math knowledge and the “mental attention”.
All these three concepts are related with learning to read. 75 pre readers’ students who
attended the second pre school year were randomly distributed in three groups: the first group
was trained in phonological awareness, the second was trained in logical-mathematical knowledge
and the third did not receive any experimental treatment. Results suggest that phonological
awareness facilities learning to read; training programs in logical-mathematical knowledge
could increase learning of the phonological awareness; and “mental attention” may predict
reading acquisition.

Key words:

reading acquisition, phonological awareness, logical-math knowledge, mental attention.

Full Article

More articles in this volume

• [299-315] Acceptance and Commitment Therapy (ACT) in the Treatment of Panic Disorder: Some Considerations from the Research on Basic Processes
• [317-334] Implicit Attitudes to Work and Leisure Among North American and Irish Individuals: A Preliminary Study
• [351-363] The assessment of obsessive beliefs in adolescents
• [365-381] Drug Use and Antiretroviral Adherence in Methadone Maintenance Patients: A Longitudinal Study
• [383-394] Analysing bullying in Spanish Schools
• [395-420] Social change and personal change. A preliminary study of the intergenerational change of values