Executive function: association with multiple reading skills

Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e....

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Published in:Reading & writing Vol. 32; no. 7; pp. 1819 - 1846
Main Authors: Cirino, Paul T., Miciak, Jeremy, Ahmed, Yusra, Barnes, Marcia A., Taylor, W. Pat, Gerst, Elyssa H.
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.09.2019
Springer
Springer Nature B.V
Subjects:
Demography
Education
Elementary School Students
Executive Function
Fluency
Grade 5
Language and Literature
Learning
Linguistics
Listening Comprehension
Literacy
Metacognition
Neurology
Predictor Variables
Psycholinguistics
Reading ability
Reading Comprehension
Reading Difficulties
Reading Fluency
Reading Skills
Short Term Memory
Skills
Social Sciences
Vocabulary
Executive function
Language
Word reading
Simple view of reading
Reading comprehension
Simple View of Reading
Word Reading
Executive Function
Reading Comprehension
ISSN:0922-4777, 1573-0905
Online Access:Get full text
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Summary:Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e.g., components of the simple view of reading or SVR), and other skills theoretically related to reading (e.g., vocabulary, processing speed) and/or to EF (e.g., short-term memory, motor function). In a large sample of 3rd to 5th graders oversampled for struggling readers, this paper evaluates the impact of EF derived from a bifactor model (Cirino, Ahmed, Miciak, Taylor, Gerst, & Barnes, 2018 ) in the context of well-known covariates and demographics. Beyond common EF, five specific factors (two related to working memory, and factors of fluency, self-regulated learning, and behavioral inattention/metacognition) were addressed. EF consistently showed a unique contribution to already-strong predictive models for all reading outcomes; for reading comprehension, EF interacted with SVR indices (word reading and listening comprehension). The findings extend and refine our understanding of the contribution of EF to reading skill.
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-018-9923-9