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ERIC Number: ED555173
Record Type: Non-Journal
Publication Date: 2013
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-8740-4
Executive Function and Reading Aptitude: A Grounded Theory Analysis of Teacher Perspectives
Nordman, Jenny
ProQuest LLC, Ph.D. Dissertation, Northcentral University
This qualitative, grounded theory study investigated teacher perspectives on the relationship between executive function and reading aptitude. The influence of executive function may be underestimated in terms of its impact on reading aptitude, which could have significant implications on how reading aptitude is currently defined. The foundational literature reveals that executive controls affect academic performance as well as aspects of the reading process. That being said, since existing studies have been purely clinical or limited in scope regarding the definition of executive function, the nature of the relationship between these two elements had yet to be determined. To investigate this, in-depth interviews were conducted to collect data, using a semi-structured, open-ended interview protocol. Eighteen participants were purposefully selected through criterion sampling for quality control purposes. All of the interviewees were licensed elementary educators from Colorado with experience teaching reading. Through the application of coding processes and grounded theory methodology, a dominant theme emerged that educators consider executive function to be a significant aspect of reading aptitude, and conative and affective executive processes are perceived as being just as influential on reading aptitude as cognitive controls. Secondary themes revealed that grade level is a primary factor in determining how teachers define reading aptitude as well as the type of executive abilities that they associate with the reading process. In addition, educational attainment is an influential factor regarding the number of executive processes teachers relate to reading aptitude. Results from this study could be used by reading interventionists, classroom teachers, and educational researchers who wish to gain a more comprehensive understanding of factors that influence reading aptitude and ability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado