The Role of Executive Function in Reading Development and Reading Intervention

Autor/in	Peng, Peng
Titel	The Role of Executive Function in Reading Development and Reading Intervention
Quelle	In: Mind, Brain, and Education, 17 (2023) 4, S.246-256 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peng, Peng) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12375
Schlagwörter	Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Reading; Executive Function; Reading Skills; Intervention; Reading Difficulties; Short Term Memory; Attention Control; Long Term Memory; Skill Development + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Aufmerksamkeitstest; Langzeitgedächtnis; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The current review of the role of executive function (EF) in reading provides a brief summary of analyses with a large-scale longitudinal dataset and a meta-analysis, along with proposing a framework for designing EF training studies. The 1st study, based on latent growth models with structured residuals, demonstrated a longitudinal reciprocal relation between reading and EF in Grades 2-5, but only for high-performing students and not for the general population sample or those with reading difficulties. The 2nd study, based on meta-profiling analysis and meta-analytical structural equation modeling of 378 studies, showed unique contributions of EF to reading difficulties after controlling for language skills and suggested a reading difficulty-EF deficit vicious cycle with development. The 3rd component of this review describes a framework for a domain-specific approach to intervention. Based on the findings of these studies, I propose that working memory training tasks should closely link the central executive (attentional control) with the use of long-term memory through retrieval practice in a specific academic domain, and training tasks should promote strategy use that can be effectively applied (i.e., transferred) to different academic tasks. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01