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

被引：21

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

页码：551 / 581

页数：31

共 50 条

[31] Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading
Kim, Young-Suk Grace
JOURNAL OF LEARNING DISABILITIES, 2020, 53 (06) : 469 - 491
[32] Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension
Miciak, Jeremy
Cirino, Paul T.
Ahmed, Yusra
Reid, Erin
Vaughn, Sharon
LEARNING DISABILITY QUARTERLY, 2019, 42 (01) : 17 - 31
[33] Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers
Tighe, Elizabeth L.
Little, Callie W.
Arrastia-Chisholm, Meagan Caridad
Schatschneider, Christopher
Diehm, Emily
Quinn, Jamie M.
Edwards, Ashley A.
READING AND WRITING, 2019, 32 (03) : 787 - 818
[34] Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language
Dolean, Dacian Dorin
Lervag, Arne
Visu-Petra, Laura
Melby-Lervag, Monica
READING AND WRITING, 2021, 34 (06) : 1491 - 1512
[35] Patterning, Reading, and Executive Functions
Bock, Allison M.
Cartwright, Kelly B.
McKnight, Patrick E.
Patterson, Allyson B.
Shriver, Amber G.
Leaf, Britney M.
Mohtasham, Mandana K.
Vennergrund, Katherine C.
Pasnak, Robert
FRONTIERS IN PSYCHOLOGY, 2018, 9
[36] Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students
Garcia-Madruga, Juan A.
Rosa Elosua, Maria
Gil, Laura
Gomez-Veiga, Isabel
Oscar Vila, Jose
Orjales, Isabel
Contreras, Antonio
Rodriguez, Raquel
Angeles Melero, Maria
Duque, Gonzalo
READING RESEARCH QUARTERLY, 2013, 48 (02) : 155 - 174
[37] Hierarchical and Dynamic Relations of Language and Cognitive Skills to Reading Comprehension: Testing the Direct and Indirect Effects Model of Reading (DIER)
Kim, Young-Suk Grace
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2020, 112 (04) : 667 - 684
[38] Automaticity and Control: How Do Executive Functions and Reading Fluency Interact in Predicting Reading Comprehension?
Kieffer, Michael J.
Christodoulou, Joanna A.
READING RESEARCH QUARTERLY, 2020, 55 (01) : 147 - 166
[39] Reading Deficits, Executive Functions, and Social Adjustment Problems: Direct and Mediated Relations
Ashraf, Farzana
Fatima, Shameem
Najam, Najma
AMERICAN JOURNAL OF PSYCHOLOGY, 2021, 134 (01) : 61 - 74
[40] Creative Thinking and Executive Functions: Associations and Training Effects in Adolescents
Zhao, Xin
Zhang, WenYan
Tong, Dandan
Maes, Joseph H. R.
PSYCHOLOGY OF AESTHETICS CREATIVITY AND THE ARTS, 2023, 17 (01) : 79 - 90

← 1 2 3 4 5 →