Reading Deficits, Executive Functions, and Social Adjustment Problems: Direct and Mediated Relations

The main objective of the present study was to examine the direct and indirect relations between reading deficits, executive functions, and social adjustment problems in a sample of 210 adolescents. Results demonstrated significant positive correlations between reading deficits, executive function deficits, and social adjustment problems. Furthermore, the findings from two multimediation models indicated that, of three behavioral regulation deficits, inhibition, and, of five metacognitive deficits, initiate and working memory were significant mediators of the reading deficit-social adjustment problem association. We conclude that specific executive function deficits explain the association between reading deficits and social adjustment problems. Implications of the current findings are discussed along with suggestions for interventions to improve reading abilities and executive functions to make adolescents better able to adjust in their social context.

The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension

BACKGROUND

Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills.

AIM

This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension.

SAMPLE(S)

A group of 170 K3 kindergarteners was recruited in Hong Kong.

METHODS

Children's word reading was assessed. Their linguistic comprehension was assessed with phonological awareness, verbal short-term memory, and vocabulary knowledge. Using a structured observation task, Head-Toes-Knees-Shoulders (HTKS), we measured their composite scores for EF skills.

RESULTS

Head-Toes-Knees-Shoulders performance predicted unique variance in children's Chinese reading comprehension concurrently beyond word reading and a set of linguistic comprehension skills.

CONCLUSIONS

The results highlight the important role of EF skills in beginning readers' reading comprehension.