Considering the Role of Executive Function in Reading Comprehension: A Structural Equation Modeling Approach

In the present study, we used latent variable structural equation modeling to investigate relations between oral language, decoding, and two components of executive function (cognitive flexibility and working memory) and reading comprehension in a sample of 271 native English-speaking 9.00- to 14.83...

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Vydáno v:Scientific studies of reading Ročník 24; číslo 3; s. 179 - 199
Hlavní autoři: Spencer, Mercedes, Richmond, Miranda C., Cutting, Laurie E.
Médium: Journal Article
Jazyk:angličtina
Vydáno: United States Routledge 03.05.2020
Routledge, Taylor & Francis Group
Témata:
Cognition
Cognitive flexibility
Comprehension
Decoding
Decoding (Reading)
Early Adolescents
Executive Function
Function
Language
Mediation
Oral Language
Reading Comprehension
Secondary School Students
Short Term Memory
Spoken language
Structural equation modeling
Structural Equation Models
Executive function
oral language
structural equation modeling
reading comprehension
word recognition
ISSN:1088-8438, 1532-799X
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Shrnutí:In the present study, we used latent variable structural equation modeling to investigate relations between oral language, decoding, and two components of executive function (cognitive flexibility and working memory) and reading comprehension in a sample of 271 native English-speaking 9.00- to 14.83-year-olds. Results of the mediation analyses indicated that both oral language and decoding fully mediated the relations between working memory and cognitive flexibility and reading comprehension. These findings suggest that executive function is likely associated with reading comprehension through its relation with decoding and oral language and provide additional support for the role of executive function in reading comprehension as a potentially crucial precursor to skilled reading.
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Miranda C. Richmond is now at the University of Texas at San Antonio
ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2019.1643868