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Autor/inn/enArrington, C. Nikki; Kulesz, Paulina A.; Francis, David J.; Fletcher, Jack M.; Barnes, Marcia A.
TitelThe Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding
QuelleIn: Scientific Studies of Reading, 18 (2014) 5, S.325-346 (22 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1088-8438
DOI10.1080/10888438.2014.902461
SchlagwörterAttention; Short Term Memory; Reading Comprehension; Decoding (Reading); Cognitive Processes; Responses; Inhibition; Adolescents; Path Analysis; Interference (Learning); Correlation; Texas; Gates MacGinitie Reading Tests; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Cognitive Ability
AbstractLittle is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in 1,134 adolescent students. Path analyses were used to assess the direct and indirect effects of working memory and aspects of attentional control on reading comprehension and decoding. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. There was a significant direct effect of working memory and response inhibition on decoding, but not comprehension. These results suggest that different aspects of attentional control are important for decoding versus comprehension. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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