A Comparison of Cognitive Flexibility and Metalinguistic Skills in Adult Good and Poor Comprehenders

Autor/inn/en	Cartwright, Kelly B.; Bock, Allison M.; Coppage, Elizabeth A.; Hodgkiss, Melinda D.; Nelson, Marisa Isaac
Titel	A Comparison of Cognitive Flexibility and Metalinguistic Skills in Adult Good and Poor Comprehenders
Quelle	In: Journal of Research in Reading, 40 (2017) 2, S.139-152 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12101
Schlagwörter	Comparative Analysis; Metalinguistics; Reading Comprehension; Executive Function; Syntax; Cognitive Ability; Semantics; Phoneme Grapheme Correspondence; Adults; Verbal Ability; Reading Skills + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Leseverstehen; Denkfähigkeit; Semantik; Mündliche Leistung; Reading skill; Lesefertigkeit
Abstract	Good and poor comprehenders exhibit different profiles of cognitive abilities, despite comparable decoding skills. Recent work suggests that executive functions, particularly cognitive flexibility, may underlie poor comprehenders' difficulties in childhood and adulthood. However, metalinguistic skills that enable readers to reflect on various aspects of print may also contribute to poor comprehenders' difficulties. We examined metalinguistic abilities (graphophonemic and syntactic) and cognitive flexibility (graphophonological-semantic and syntactic-semantic) in 24 good and 24 poor adult comprehenders, matched on age-appropriate non-word decoding skill and general cognitive ability. Groups differed significantly on graphophonemic awareness, syntactic awareness, and both measures of cognitive flexibility after verbal ability and word identification were controlled. Differences in cognitive flexibility remained significant even when relevant metacognitive skills were controlled. These data demonstrate additional cognitive differences between good and poor comprehenders that can inform theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01