Executive functioning and word reading in Hong Kong Chinese children: A 1-year longitudinal perspective

被引：10

作者：

Fung, Wing Kai ^{[1
,2
]}

Chung, Kevin Kien Hoa ^{[1
,2
]}

Lam, Chun Bun ^{[1
,2
]}

机构：

[1] Educ Univ Hong Kong, Dept Early Childhood Educ, Tai Po, 10 Ping Rd, Hong Kong, Peoples R China

[2] Educ Univ Hong Kong, Ctr Child & Family Sci, Tai Po, 10 Ping Rd, Hong Kong, Peoples R China

来源：

JOURNAL OF RESEARCH IN READING | 2020年 / 43卷 / 03期

关键词：

bidirectionality; executive functioning; Chinese word reading; kindergarten children; INDIVIDUAL-DIFFERENCES; SELF-REGULATION; DIVERSITY; SKILLS; UNITY;

D O I：

10.1111/1467-9817.12302

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measures at Time 2 one year later. Results from the cross-lagged panel model revealed that, controlling for child age, gender and parental education levels, children's word reading at Time 1 was significantly predictive of their working memory at Time 2, but that the three EF skills at Time 1 were not predictive of word reading at Time 2. These findings underscored the role of early word reading in promoting children's working memory.

引用

页码：382 / 393

页数：12