Executive Dysfunction Among Children With Reading Comprehension Deficits

被引:202
作者
Locascio, Gianna [1 ]
Mahone, E. Mark [1 ]
Eason, Sarah H. [1 ]
Cutting, Laurie E. [1 ]
机构
[1] Johns Hopkins Univ, Sch Med, Kennedy Krieger Inst, Baltimore, MD 21215 USA
关键词
reading; ADHD; dyslexia; comprehension; executive function; working memory; WORKING-MEMORY; COGNITIVE-PROCESSES; HYPERACTIVITY DISORDER; WORD RECOGNITION; ATTENTION; LANGUAGE; SKILLS; AGE; IQ; IMPAIRMENTS;
D O I
10.1177/0022219409355476
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group's poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group's poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems.
引用
收藏
页码:441 / 454
页数:14
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