Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents

Autor/inn/en	Ober, Teresa M.; Brooks, Patricia J.; Plass, Jan L.; Homer, Bruce D.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01