Shoshi Dorfberger

Previous research has linked inattentive symptom expression to reading difficulties, primarily in clinically referred samples or using indirect academic indicators. The present study examines attentional variability in a nonreferred community-based school sample with no clinical diagnoses or referrals, using standardized reading measures. The study further tested whether attentional variability moderates associations between cognitive linguistic skills and reading comprehension. 267 fifth grade students (mean age = 10.8 years) completed standardized measures of word reading efficiency, vocabulary knowledge, working memory, and reading comprehension. Based on parent and teacher ratings, approximately one-third of the sample showed elevated levels of inattentive symptom expression. Regression analyses indicated that vocabulary knowledge and word reading efficiency accounted for the largest proportion of explained variance in reading comprehension, whereas working memory showed weaker associations. Moderation analyses revealed that attentional symptom expression selectively moderated the relationship between vocabulary knowledge and reading comprehension, such that the positive association between vocabulary and comprehension was attenuated among students with elevated attentional symptom expression. No moderation effects were observed for word reading efficiency or working memory. These findings suggest that attentional variability is differentially related to specific cognitive linguistic components involved in reading comprehension.

This study examined associations between vocabulary knowledge, reading fluency, cognitive flexibility, and metacognitive monitoring accuracy in reading comprehension among fifth-grade students. Participants (N = 104) completed measures of cognitive–linguistic abilities and reading comprehension, with global metacomprehension judgments after reading and item-level confidence ratings. Metacognitive monitoring accuracy was assessed using calibration of global metacomprehension judgments and item-level confidence ratings. Calibration bias (confidence minus performance) indexed miscalibration direction, and its absolute value indexed calibration accuracy. Resolution reflected discrimination between correct and incorrect item-level responses. Structural equation modeling (SEM) was used exploratorily to examine theoretically motivated direct and indirect pathways via reading comprehension. Vocabulary knowledge showed the strongest associations with calibration accuracy and resolution, fully mediated by comprehension. Reading fluency showed a dual pattern: it contributed positively to resolution through comprehension, while also showing direct associations with lower calibration accuracy, indicating greater miscalibration and overconfident judgment tendencies among more fluent readers. Cognitive flexibility was not significantly related to any monitoring index. By jointly examining distinct indices of monitoring accuracy and separating comprehension-mediated from direct pathways, the study clarifies how cognitive–linguistic abilities may support or bias metacognitive monitoring in developing readers. Linguistic abilities, particularly vocabulary and fluency were central to students’ comprehension monitoring accuracy.