Selective attention in children with reading problems: A developmental study of incidental learning

The performance of poor readers and control children at three grade levels, first, third, and fifth grades, was compared on an incidental learning task adapted by Hagen (1967). A significant group by task interaction in a repeated measures ANOVA indicated that reading ability was differentially related to performance on the tasks. Relative to control children at all grade levels, poor readers obtained lower scores on the central task and higher scores on the incidental task. The absence of a grade × task × reading ability interaction indicated that selective attention follows the same developmental course in poor readers as in control children. The data suggest that the development of selective attention as reflected in performance on this task is delayed from 2 to 4 years in poor readers.We wish to thank the Sachem School District for permission to test the children, Mr. Morgan, reading specialist, and the teachers and children involved for their cooperation. We thank especially Mr. David Mello, principal of the Chippewa Elementary School for his invaluable assistance. We also thank Gordon Hale for providing the stimulus materials used in the study and for helpful suggestions regarding procedural details.