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.
our study, a group of children aged between 8 and 10 years was
evaluated in order to locate the attentive predictors of school
study can provide information on which attentive processes are predictive of
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.
2. Keywords: Coding;
Focused Attention; Planning; Reading; Selective Attention