Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender.

Reading outcomes When predicting reading outcomes, although approaching significance, there was no significant direct relationship between teacher-rated inattention and reading fluency ( b = − .27, p = .055) or word reading ( b = − 0.02, p = .54) scores one year later (see Figs.

also in 2,640 other papers