DISTINGUISHING DIRECT AND INDIRECT EFFECTS OF EXECUTIVE FUNCTIONS ON READING COMPREHENSION IN ADOLESCENTS

被引：19
|
作者：
Ober, Teresa M. [1 ,2 ]
Brooks, Patricia J. [1 ,3 ]
Plass, Jan L. [2 ,4 ]
Homer, Bruce D. [1 ,2 ]
机构：
[1] CUNY, Grad Ctr, New York, NY 10016 USA
[2] NYU, CREATE Lab, New York, NY USA
[3] CUNY Coll Staten Isl, Staten Isl, NY USA
[4] NYU, New York, NY USA
来源：
READING PSYCHOLOGY | 2019年 / 40卷 / 06期
关键词：
WORKING-MEMORY CAPACITY; RAVENS PROGRESSIVE MATRICES; INDIVIDUAL-DIFFERENCES; CONSTRUCTING INFERENCES; FLUID INTELLIGENCE; ORAL LANGUAGE; CHILDREN; ATTENTION; SPAN; COMPONENT;
D O I：
10.1080/02702711.2019.1635239
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
This study investigated direct and indirect effects of executive functions on reading comprehension in adolescents (N = 87, M = 14.0 years, SD = 1.5) by testing for parallel mediation of effects of working memory, task-switching, and inhibitory control via decoding and text recall/inference. Working memory showed direct and indirect effects on passage comprehension, the latter mediated by text recall/inference. Task-switching was associated with decoding but its relation to passage comprehension was not significant. Inhibitory control showed indirect effects on passage comprehension via decoding and text recall/inference. Results indicate overlapping but distinct contributions of executive functions to reading skills.
引用
收藏
页码：551 / 581
页数：31
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