Abstract
In the present study, we used latent variable structural equation modeling to investigate relations between oral language, decoding, and two components of executive function (cognitive flexibility and working memory) and reading comprehension in a sample of 271 native English-speaking 9.00- to 14.83-year-olds. Results of the mediation analyses indicated that both oral language and decoding fully mediated the relations between working memory and cognitive flexibility and reading comprehension. These findings suggest that executive function is likely associated with reading comprehension through its relation with decoding and oral language and provide additional support for the role of executive function in reading comprehension as a potentially crucial precursor to skilled reading.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 179-199 |
| Number of pages | 21 |
| Journal | Scientific Studies of Reading |
| Volume | 24 |
| Issue number | 3 |
| DOIs | |
| State | Published - May 3 2020 |
Funding
This research was supported by grant numbers R01 HD 044073, R01 HD 044073-14S1, and U54 HD 083211 from the National Institute of Child Health and Human Development and grant number UL1 TR000445 from the National Center for Advancing Translational Sciences.
ASJC Scopus subject areas
- Education
- Psychology (miscellaneous)
