Considering the Role of Executive Function in Reading Comprehension: A Structural Equation Modeling Approach

被引：73

作者：

Spencer, Mercedes ^{[1
]}

Richmond, Miranda C. ^{[1
]}

Cutting, Laurie E. ^{[1
]}

机构：

[1] Vanderbilt Univ, Vanderbilt Kennedy Ctr, PMB 40,230 Appleton Pl, Nashville, TN 37203 USA

来源：

SCIENTIFIC STUDIES OF READING | 2020年 / 24卷 / 03期

关键词：

VISUOSPATIAL WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; WORD RECOGNITION; ORAL LANGUAGE; COGNITIVE FLEXIBILITY; PRESCHOOL-CHILDREN; ELEMENTARY-SCHOOL; SIMPLE VIEW; KNOWLEDGE; SKILLS;

D O I：

10.1080/10888438.2019.1643868

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In the present study, we used latent variable structural equation modeling to investigate relations between oral language, decoding, and two components of executive function (cognitive flexibility and working memory) and reading comprehension in a sample of 271 native English-speaking 9.00- to 14.83-year-olds. Results of the mediation analyses indicated that both oral language and decoding fully mediated the relations between working memory and cognitive flexibility and reading comprehension. These findings suggest that executive function is likely associated with reading comprehension through its relation with decoding and oral language and provide additional support for the role of executive function in reading comprehension as a potentially crucial precursor to skilled reading.

引用

页码：179 / 199

页数：21

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