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Hwang H, Choi S, Guha M, McMaster K, Harsch R, Kendeou P. Indirect and direct contributions of executive functions to reading comprehension. J Exp Child Psychol 2024; 243:105925. [PMID: 38608513 DOI: 10.1016/j.jecp.2024.105925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 03/11/2024] [Accepted: 03/19/2024] [Indexed: 04/14/2024]
Abstract
In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role of executive functions in reading comprehension. The results provided support for the mediation model in which executive functions indirectly contribute to reading comprehension via word recognition and language comprehension in both language groups. In addition, executive functions directly predicted reading comprehension (i.e., partial mediation). These findings suggest that executive functions serve as general cognitive processes that support word recognition, language comprehension, and reading comprehension (i.e., direct contribution) as well as facilitate connecting word recognition and language comprehension in support for reading comprehension (i.e., indirect contribution). These findings are consistent with prominent models of reading comprehension.
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Affiliation(s)
- HyeJin Hwang
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Seohyeon Choi
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Manjary Guha
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Kristen McMaster
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Rina Harsch
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA
| | - Panayiota Kendeou
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA.
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Pasqualotto A, Mazzoni N, Benso F, Chiorri C. Reading Skill Profiles in School-Aged Italian-Speaking Children: A Latent Profile Analysis Investigation into the Interplay of Decoding, Comprehension and Attentional Control. Brain Sci 2024; 14:390. [PMID: 38672039 PMCID: PMC11048682 DOI: 10.3390/brainsci14040390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Revised: 04/10/2024] [Accepted: 04/15/2024] [Indexed: 04/28/2024] Open
Abstract
Our study examined the complex relationships among reading performance (decoding, comprehension) and language, visuo-spatial, and attentional control abilities in 115 Italian-speaking children. Latent profile analysis was used to identify distinct clusters of participants showcasing quantitative differences in decoding skills, including word, pseudo-word, text reading speed and accuracy. Then, we used this classification to investigate group differences in a variety of linguistic, working memory, and visuo-spatial tasks, as well as in reading comprehension skills, by means of multivariate and univariate tests. Our results reveal significant links between reading proficiency and several key factors: language skills, visuo-spatial abilities, and attentional control. These findings illuminate the nuanced impact of domain-general processes that govern a series of linguistic and visuo-perceptive subcomponents during reading tasks. Additionally, using dominance analysis, predictors of written text comprehension were identified. Our findings suggest that effective reading comprehension relies on a synergistic interplay of adequate reading speed, attentional control, working memory, and verbal fluency, accounting for 23% of the explained variance. This study highlights the multifaceted nature of reading proficiency and suggests that a broader perspective is necessary to fully understand reading development and support its improvement.
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Affiliation(s)
- Angela Pasqualotto
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, TN, Italy; (N.M.); (F.B.)
- Department of Education and Learning, University of Applied Sciences and Arts of Southern Switzerland, 6600 Locarno, Switzerland
- Faculty of Psychology and Educational Sciences, University of Geneva, 1205 Geneva, Switzerland
| | - Noemi Mazzoni
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, TN, Italy; (N.M.); (F.B.)
| | - Francesco Benso
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, TN, Italy; (N.M.); (F.B.)
| | - Carlo Chiorri
- Department of Educational Sciences, University of Genoa, 16126 Genoa, GE, Italy
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Reina-Reina C, Conesa PJ, Duñabeitia JA. Impact of a cognitive stimulation program on the reading comprehension of children in primary education. Front Psychol 2023; 13:985790. [PMID: 36687904 PMCID: PMC9853897 DOI: 10.3389/fpsyg.2022.985790] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Accepted: 12/09/2022] [Indexed: 01/07/2023] Open
Abstract
Introduction At present, numerous studies can be found in which influences and relationships between the principal executive functions, reading comprehension, and academic performance associated with reading are reported. However, there is still a lack of convergence regarding the impact of computerized cognitive training on children's executive development and its transfer in academic reading performance and comprehension of written texts. Methods This study analyzes the effect of implementing a cognitive stimulation program on the performance of reading comprehension and academic performance in the subject of Spanish Language and Literature. To this end, a total sample of 196 children from 23 educational centers received the cognitive intervention for 8 weeks, with three weekly sessions of between 15 and 20 min each occurring on non-consecutive days. Pre-test and post-test measurements were collected and analyzed. Results The results demonstrate a significant increase in the reading comprehension scores. In addition, a significant impact of the training on the participants' academic performance in the subject Spanish Language and Literature was found. Discussion These results highlight the usefulness of computerized cognitive stimulation programs for reading comprehension enhancement.
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Affiliation(s)
- Claudia Reina-Reina
- Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, Madrid, Spain
| | | | - Jon Andoni Duñabeitia
- Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, Madrid, Spain,Department of Language and Culture, UiT The Arctic University of Norway, Tromsø, Norway,*Correspondence: Jon Andoni Duñabeitia, ✉
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Garcia GDV. Executive Functions and English Reading Comprehension among Filipino Students. READING PSYCHOLOGY 2022. [DOI: 10.1080/02702711.2022.2156950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Glenda Darlene V. Garcia
- Department of Psychology and Human Development, University College London-Institute of Education and Department of Psychological Sciences, Birkbeck, University of London, Bloomsbury, London, United Kingdom
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Yang Y, Yang G, Li Y. The Interactive Model of L2 Listening Processing in Chinese Bilinguals: A Multiple Mediation Analysis. Front Psychol 2022; 13:871349. [PMID: 35465512 PMCID: PMC9024410 DOI: 10.3389/fpsyg.2022.871349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Accepted: 03/15/2022] [Indexed: 12/02/2022] Open
Abstract
Second language (L2) listening is a common challenge for language learners. It remains largely unknown how bilinguals process L2 listening. The literature has suggested an interactive model of L2 listening processing. However, few studies have examined the model from an experimental approach. The current study tried to provide empirical evidence for the interactive model of L2 listening processing in bilinguals by exploring the relationships among English spoken word segmentation (SWS), cognitive inhibition, cognitive flexibility, and L2 listening proficiency. The results showed positive associations among SWS, cognitive inhibition, cognitive flexibility, and L2 listening proficiency. Mediation analysis suggested that SWS might have a positive influence on L2 listening proficiency both directly and indirectly through cognitive inhibition and cognitive flexibility, respectively. These results imply that both bottom-up (reflected at SWS) and top-down (reflected at cognitive inhibition and flexibility) processes are engaged in bilinguals’ L2 listening processing.
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Affiliation(s)
- Yilong Yang
- Research Center for Linguistics and Applied Linguistics, Xi'an International Studies University, Xi'an, China.,School of English Studies, Xi'an International Studies University, Xi'an, China
| | - Guoying Yang
- School of English Studies, Xi'an International Studies University, Xi'an, China
| | - Yadan Li
- Ministry of Education (MOE) Key Laboratory of Modern Teaching Technology, Shaanxi Normal University, Xi'an, China.,Shaanxi Normal University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University, Xi'an, China
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Variation in Auditory Experience Affects Language and Executive Function Skills in Children Who Are Hard of Hearing. Ear Hear 2022; 43:347-360. [PMID: 34288630 PMCID: PMC8738778 DOI: 10.1097/aud.0000000000001098] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Children who are hard of hearing (CHH) experience delays in spoken language and executive function, but the mechanisms for these deficits remain unresolved. Differences in auditory experience and language skills have been examined as contributing factors to deficits in executive function, primarily with children who are deaf and children with cochlear implants. The theoretical model of cumulative auditory experience quantifies auditory dosage as how much speech is audible and how often children wear their hearing aids. CHH with higher auditory dosage have better language outcomes than peers with less auditory dosage. However, the effects of auditory experience on executive function have not been studied in CHH. The goal of this study was to examine the influences of auditory experience and language skills on the development of executive function in CHH. DESIGN We collected measures of aided speech audibility, hearing aid use, executive function, and receptive vocabulary in 177 CHH and 86 children with typical hearing who were 5- to 10 years old and matched for socioeconomic status and nonverbal intelligence. Auditory dosage was calculated by combining each child's average hours of hearing aid use with their audibility for speech to create a variable that quantifies individual differences in auditory access. RESULTS CHH had lower receptive vocabulary and deficits in executive function related to working memory and selective attention compared to peers with typical hearing. CHH with greater auditory dosage had higher receptive vocabulary than CHH with lower auditory dosage. Better receptive vocabulary was associated with better scores on executive function measures related to working memory and attention. Auditory dosage was also directly associated with measures of verbal working memory. CONCLUSIONS CHH have deficits in language and some, but not all, areas of executive function related to working memory and attention. Auditory dosage was associated with language abilities and verbal working memory. Language was associated with individual differences in executive function skills related to attention and working memory. These results provide support for systems theories regarding the development of executive function in CHH. Interventions that improve auditory access and language may be effective for improving executive function related to working memory and attention in CHH.
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Nouwens S, Groen MA, Kleemans T, Verhoeven L. How executive functions contribute to reading comprehension. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 91:169-192. [PMID: 32441782 PMCID: PMC7983997 DOI: 10.1111/bjep.12355] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2019] [Revised: 02/14/2020] [Indexed: 11/26/2022]
Abstract
BACKGROUND Executive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language skills, is limited. AIM The present study investigated the direct and indirect effects of fourth-grade executive functions (i.e., working memory, inhibition, and planning) on fifth-grade reading comprehension, after accounting for decoding and language skills. SAMPLE The sample included 113 fourth-grade children (including 65 boys and 48 girls; Age M = 9.89; SD = .44 years). METHODS The participants were tested on their executive functions (working memory, inhibition and planning), and their decoding skills, language skills (vocabulary and syntax knowledge) and reading comprehension, one year later. RESULTS Using structural equation modelling, the results indicated direct effects of working memory and planning on reading comprehension, as well as indirect effects of working memory and inhibition via decoding (χ2 = 2.46). CONCLUSIONS The results of the present study highlight the importance of executive functions for reading comprehension after taking variance in decoding and language skills into account: Both working memory and planning uniquely contributed to reading comprehension. In addition, working memory and inhibition also supported decoding. As a practical implication, educational professionals should not only consider the decoding and language skills children bring into the classroom, but their executive functions as well.
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Affiliation(s)
| | - Margriet A. Groen
- Radboud UniversityNijmegenThe Netherlands
- Department of PsychologyLancaster UniversityUK
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Ober TM, Brooks PJ, Homer BD, Rindskopf D. Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09526-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Spencer M, Cutting LE. Relations Among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences. DISCOURSE PROCESSES 2020; 58:42-59. [PMID: 33716362 PMCID: PMC7954233 DOI: 10.1080/0163853x.2020.1734416] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
In the current investigation, we used structural equation mediation modeling to examine the relations between executive function (indexed by measures of working memory, shifting, and inhibition), decoding ability, and reading comprehension in a sample of 298 6- to 8-year-old children (N =132 and 166 for boys and girls, respectively). Results for the full sample indicated that executive function was mediated by decoding ability. When sex was examined as a moderator of these associations, there was evidence for a trend suggesting that direct relations between executive function and reading comprehension were stronger for girls compared to boys; no significant differences were found for other direct and indirect relations. Taken together, these findings highlight the importance of executive function in supporting underlying integrative processes associated with reading comprehension and emphasize the need to further consider the role of executive function in relation to reading.
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