Indirect and direct contributions of executive functions to reading comprehension

被引：4

作者：

Hwang, Hyejin ^{[1
]}

Choi, Seohyeon ^{[1
]}

Guha, Manjary ^{[1
]}

McMaster, Kristen ^{[1
]}

Harsch, Rina ^{[1
]}

Kendeou, Panayiota ^{[1
]}

机构：

[1] Univ Minnesota Twin Cities, Coll Educ & Human Dev, Dept Educ Psychol, Minneapolis, MN 55455 USA

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2024年 / 243卷

关键词：

Comprehension; Executive functions; Word recognition; Multilingual students; Elementary; Mediation; INDIVIDUAL-DIFFERENCES; MISSING DATA; SIMPLE VIEW; BILINGUALISM; MEMORY; LANGUAGE; MODEL;

D O I：

10.1016/j.jecp.2024.105925

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role of executive functions in reading comprehension. The results provided support for the mediation model in which executive functions indirectly contribute to reading comprehension via word recognition and language comprehension in both language groups. In addition, executive functions directly predicted reading comprehension (i.e., partial mediation). These findings suggest that executive functions serve as general cognitive processes that support word recognition, language comprehension, and reading comprehension (i.e., direct contribution) as well as facilitate connecting word recognition and language comprehension in support for reading comprehension (i.e., indirect contribution). These findings are consistent with prominent models of reading comprehension. (c) 2024 Elsevier Inc. All rights reserved.

引用

页数：20

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