How storage and executive functions contribute to children's reading comprehension

Nouwens, Suzan and Groen, Margriet A. and Verhoeven, Ludo (2016) How storage and executive functions contribute to children's reading comprehension. Learning and Individual Differences, 47. pp. 96-102. ISSN 1041-6080

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Abstract

In the current study we investigated the contribution of storage and separate measures of executive functions to reading comprehension in Dutch 5th graders, while controlling for word recognition and vocabulary. In addition we investigated the relationship between this model and working memory as assessed with a listening span task--which reflects an integrated measure of both storage and executive functions. Regression analysis revealed that word recognition, vocabulary, cognitive flexibility and listening span task performance contributed directly to reading comprehension. Adding the listening span task to the model led to a change in the beta-values of storage, inhibition and cognitive flexibility, indicating that these variables shared variance with listening span task performance. A second regression analysis confirmed this finding: storage, inhibition and cognitive flexibility contributed to listening span task performance, and hence indirectly to reading comprehension. Together, these findings highlight the contribution of storage and executive functions to children's reading comprehension.

Item Type:
Journal Article
Journal or Publication Title:
Learning and Individual Differences
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3200/3204
Subjects:
ID Code:
130863
Deposited By:
Deposited On:
29 Jan 2019 09:45
Refereed?:
Yes
Published?:
Published
Last Modified:
25 Oct 2020 06:10