Literaturnachweis - Detailanzeige
| Autor/inn/en | Georgiou, George K.; Das, J. P. |
|---|---|
| Titel | Direct and Indirect Effects of Executive Function on Reading Comprehension in Young Adults |
| Quelle | In: Journal of Research in Reading, 41 (2018) 2, S.243-258 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-0423 |
| DOI | 10.1111/1467-9817.12091 |
| Schlagwörter | Executive Function; Reading Comprehension; Reading Fluency; Verbal Ability; Intelligence Tests; Vocabulary; Cognitive Tests; Short Term Memory; Inhibition; College Students; Reading Tests; Prediction; Interference (Learning); Color; Reaction Time; Visual Stimuli; Path Analysis; Peabody Picture Vocabulary Test; Digit Span Test; Nelson Denny Reading Tests; Stroop Color Word Test |
| Abstract | The purpose of this study was to examine what components of executive function (EF)--inhibition, shifting and updating/working memory--predict reading comprehension in young adults. Ninety university students (65 females, 25 males; mean age = 21.82 years) were assessed on shifting (Planned Connections and Colour/Shape Shifting), inhibition (Colour-Word Stroop and Number Stroop), updating/working memory (Digit Memory and Listening Span), reading fluency (Word Reading Efficiency), vocabulary (Peabody Picture Vocabulary Test), and reading comprehension (Nelson-Denny Reading Test). The results of path analysis indicated that only shifting predicted directly reading comprehension. These findings extend those of previous studies showing that different EF components predict different reading outcomes and suggest that EF has a place in reading comprehension models over and above traditional predictors of reading comprehension such as reading fluency and vocabulary. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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