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ERIC Number: EJ1249273
Record Type: Journal
Publication Date: 2020
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1088-8438
Considering the Role of Executive Function in Reading Comprehension: A Structural Equation Modeling Approach
Spencer, Mercedes; Richmond, Miranda C.; Cutting, Laurie E.
Scientific Studies of Reading, v24 n3 p179-199 2020
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD044073; R01HD04407314S1; U54HD083211; UL1TR000445