Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension

Autor/in	Kim, Young-Suk Grace
Titel	Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension
Quelle	In: Scientific Studies of Reading, 27 (2023) 5, S.451-474 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Young-Suk Grace) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2023.2195112
Schlagwörter	Executive Function; Morphology (Languages); Reading Comprehension; Listening Comprehension; Short Term Memory; Attention Control; Emergent Literacy; Phonological Awareness; Orthographic Symbols; Pattern Recognition; Naming; Elementary School Students; Grade 1 + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Leseverstehen; Hörverständnis; Kurzzeitgedächtnis; Aufmerksamkeitstest; Frühleseunterricht; Mustererkennung; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	Purpose: A large body of literature showed that word reading and listening comprehension-two proximal predictors of reading comprehension according to the simple view of reading -- are related. Grounded on the direct and indirect effects model of reading, we examined the extent to which the relation is explained by domain-general cognitions or executive functions (working memory and attentional control) and emergent literacy skills (language and code-related skills including morphological awareness, phonological awareness, orthographic pattern recognition, letter naming fluency, and rapid automatized naming). Method: Data were from English-speaking children in Grade 1 (N = 372; 52% boys; 60% White children, 26% African American children, 6% multiracial children, 6% Hispanic children, and 2% Asian American children). Results: Results from structural equation models showed that word reading and listening comprehension were moderately related (0.54). When working memory and attentional control were included as predictors, the relation became weaker (0.39). When morphological awareness was additionally included, they were no longer related (0.05). The other emergent literacy skills did not add explanatory power beyond executive functions and morphological awareness. Conclusion: These results indicate that executive functions and morphological awareness largely explain the shared variance between word reading and listening comprehension for English-speaking beginning readers. [For the corresponding grantee submission, see ED627461.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01