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Autor/inn/en | Ober, Teresa M.; Brooks, Patricia J.; Plass, Jan L.; Homer, Bruce D. |
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Titel | Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents |
Quelle | In: Reading Psychology, 40 (2019) 6, S.551-581 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ober, Teresa M.) ORCID (Plass, Jan L.) ORCID (Homer, Bruce D.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0270-2711 |
DOI | 10.1080/02702711.2019.1635239 |
Schlagwörter | Correlation; Reading Comprehension; Executive Function; Recall (Psychology); Inferences; Decoding (Reading); Inhibition; Cognitive Ability; Reading Skills; Short Term Memory; Intelligence; Age Differences; High School Students; Middle School Students; Standardized Tests; State Standards; Exit Examinations; Grade 12; English; Language Arts; Intelligence Tests; New York; New York State Regents Examinations; Raven Advanced Progressive Matrices Korrelation; Leseverstehen; Abberufung; Inference; Inferenz; Dekodierung; Hemmung; Denkfähigkeit; Reading skill; Lesefertigkeit; Kurzzeitgedächtnis; Intelligenz; Klugheit; Age; Difference; Age difference; Altersunterschied; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Standadised tests; Standardisierter Test; Final examination; Abschlussprüfung; School year 12; 12. Schuljahr; Schuljahr 12; English language; Englisch; Sprachkultur; Intelligence test; Intelligenztest |
Abstract | This study investigated direct and indirect effects of executive functions on reading comprehension in adolescents (N = 87, M = 14.0 years, SD = 1.5) by testing for parallel mediation of effects of working memory, task-switching, and inhibitory control via decoding and text recall/inference. Working memory showed direct and indirect effects on passage comprehension, the latter mediated by text recall/inference. Task-switching was associated with decoding but its relation to passage comprehension was not significant. Inhibitory control showed indirect effects on passage comprehension via decoding and text recall/inference. Results indicate overlapping but distinct contributions of executive functions to reading skills. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |