The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD

Autor/inn/en	Avramovich, Adi; Yeari, Menahem
Titel	The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD
Quelle	In: Reading & Writing Quarterly, 39 (2023) 4, S.277-299 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2022.2103054
Schlagwörter	Executive Function; Reading Comprehension; Adolescents; Attention Deficit Hyperactivity Disorder; Reading Skills; Inhibition; Reading Strategies; Reading Instruction; Secondary School Students; Grade 8; Grade 9; Foreign Countries; Individual Differences; Reading Tests; Mediation Theory; Israel + Suchen Sie Ihr Suchwort? Leseverstehen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading skill; Lesefertigkeit; Hemmung; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Individueller Unterschied; Lesetest; Mediationsverfahren
Abstract	The present study explored (a) whether differences between students with and without ADHD in reading comprehension are explained by their executive functions, and (b) the unique and shared contribution of the various executive functions to reading comprehension ability. To address these questions, ninety-six adolescents with and without ADHD completed open-ended question tests following the reading of two expository texts, and a series of tasks to assess five EF--planning, cognitive flexibility, updating, inhibition, and monitoring. Findings demonstrated significantly lower performance on reading comprehension tests and executive function tasks, including planning, cognitive flexibility, updating, and monitoring for the ADHD group relative to the control. Critically, these four executive functions, separately, were also found as significant mediators of the difference observed in the reading comprehension ability between groups. When analyzed jointly, only monitoring remained a significant mediator over and above all others. Contrary to expectations, inhibition skill did not differ between groups, nor was it found to be a significant mediator, separately or jointly with other executive functions. These findings support the importance of executive functions in general and monitoring skill in particular for reading comprehension ability. Moreover, they suggest implications for the development of effective reading comprehension training and strategies suited to students with ADHD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01