Using a multidimensional model of attention to predict low‐income preschoolers’ early academic skills across time

The current study examines the organization of attention skills across the preschool year before kindergarten, and tests how distinct attention subcomponents predict early academic skills in a sample of low‐income children (n = 99). Children completed well‐validated attention tasks in fall at 4.5 years old and spring at 5 years old, capturing the abilities to selectively focus, sustain attention, and employ executive control. Exploratory factor analyses at both time points support a 2‐factor model differentiating selective and sustained attention from attention processing speed and executive attention, suggesting that attention in low‐income preschoolers may have a simpler organization than the 3‐factor structure found in adulthood. Multiple regression models find children's ability to selectively focus and sustain attention serves as a robust concurrent and longitudinal predictor of academic skills. These results highlight the role of selective and sustained attention processes in supporting school readiness for economically vulnerable children. The current study examines the factor structure of multiple attention skills in 99 low‐income preschoolers in fall and spring of the year before kindergarten, and tests how these distinct factors predict domain‐specific early academic skills. Exploratory factor analysis results suggest a 2‐factor model, distinguishing selective and sustained attention from attention processing speed and executive attention, fit best at both time points. Selective/sustained attention is associated with concurrent early math and pre‐literacy skills, and longitudinal gains in pre‐literacy skills, while speed/executive attention has weaker‐than‐expected relations.