Executive Function: Association with Multiple Reading Skills

Autor/inn/en	Cirino, Paul T.; Miciak, Jeremy; Ahmed, Yusra; Barnes, Marcia A.; Taylor, W. Pat; Gerst, Elyssa H.
Titel	Executive Function: Association with Multiple Reading Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 7, S.1819-1846 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9923-9
Schlagwörter	Executive Function; Reading Skills; Reading Fluency; Reading Comprehension; Vocabulary; Short Term Memory; Elementary School Students; Reading Difficulties; Metacognition; Predictor Variables; Listening Comprehension + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseverstehen; Wortschatz; Kurzzeitgedächtnis; Reading difficulty; Leseschwierigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Prädiktor; Hörverständnis
Abstract	Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e.g., components of the simple view of reading or SVR), and other skills theoretically related to reading (e.g., vocabulary, processing speed) and/or to EF (e.g., short-term memory, motor function). In a large sample of 3rd to 5th graders oversampled for struggling readers, this paper evaluates the impact of EF derived from a bifactor model (Cirino, Ahmed, Miciak, Taylor, Gerst, & Barnes, 2018) in the context of well-known covariates and demographics. Beyond common EF, five specific factors (two related to working memory, and factors of fluency, self-regulated learning, and behavioral inattention/metacognition) were addressed. EF consistently showed a unique contribution to already-strong predictive models for all reading outcomes; for reading comprehension, EF interacted with SVR indices (word reading and listening comprehension). The findings extend and refine our understanding of the contribution of EF to reading skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01