Attentional Processes Predictive of Reading in Second and Third Classes: the Role of Selective/Focused Attention and Planning

Background: The attentive functions appear to be involved in learning. In particular, at the beginning of schooling the processes of visual attention are important. In subsequent years, in line with the automation of the processes of learning, the processes of active attention such as inhibition, interference control and management of a double task are more important. On the basis of these findings it is important to consider which are the attentive indices able to predict reading. Methods: In our study, a group of children aged between 8 and 10 years was evaluated in order to locate the attentive predictors of school performance. Results: This study can provide information on which attentive processes are predictive of learning. Conclusions: The results point out that the development of decoding requires the activation of different cognitive components over time. We support the hypothesis that in second grade, reading might depend on proper functioning of the visuospatial selective and active attentional system, confirming the causal relationship between active attention and reading in this age group. Only later, when access to the mental lexicon is automated, will visuospatial basic and active attentional processes no longer be involved. In third, the child uses a type of more active attention because he/she is preparing to automate the process and access mental lexicon