Direct and indirect effects of executive function on reading comprehension in young adults

被引：49

作者：

Georgiou, George K. ^{[1
]}

Das, J. P. ^{[1
]}

机构：

[1] Univ Alberta, Dept Educ Psychol, 6-102 Educ North, Edmonton, AB T6G 2G5, Canada

来源：

JOURNAL OF RESEARCH IN READING | 2018年 / 41卷 / 02期

关键词：

LATENT VARIABLE ANALYSIS; WORKING-MEMORY CAPACITY; INDIVIDUAL-DIFFERENCES; PHONOLOGICAL AWARENESS; ACADEMIC-ACHIEVEMENT; ATTENTIONAL CONTROL; POOR COMPREHENDERS; SIMPLE VIEW; CHILDREN; DYSLEXIA;

D O I：

10.1111/1467-9817.12091

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine what components of executive function (EF) - inhibition, shifting and updating/working memory - predict reading comprehension in young adults. Ninety university students (65 females, 25 males; mean age=21.82years) were assessed on shifting (Planned Connections and Colour/Shape Shifting), inhibition (Colour-Word Stroop and Number Stroop), updating/working memory (Digit Memory and Listening Span), reading fluency (Word Reading Efficiency), vocabulary (Peabody Picture Vocabulary Test), and reading comprehension (Nelson-Denny Reading Test). The results of path analysis indicated that only shifting predicted directly reading comprehension. These findings extend those of previous studies showing that different EF components predict different reading outcomes and suggest that EF has a place in reading comprehension models over and above traditional predictors of reading comprehension such as reading fluency and vocabulary.

引用

页码：243 / 258

页数：16

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