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Pan, Dora Jue; Lin, Dan – Reading and Writing: An Interdisciplinary Journal, 2023
This study investigated the direct and indirect associations of different executive function skills with Chinese word reading and writing. A total of 213 Cantonese-speaking kindergarteners (97 girls, mean age = 73.3 months) participated in this study. Their working memory, inhibition control, cognitive flexibility, orthographic knowledge,…
Descriptors: Executive Function, Sino Tibetan Languages, Chinese, Literacy
McNaughton, Stuart; Rosedale, Naomi; Zhu, Tong; Siryj, John; Oldehaver, Jacinta; Teng, Sophie Lin; Williamson, Rachel; Jesson, Rebecca – Reading and Writing: An Interdisciplinary Journal, 2022
Students' social and emotional development matters to their educational success. Ubiquitous digital use in schooling creates new contexts for development, raising the question of the nature of the relationships under these new conditions. Ratings of 9 to 13 year old students' (n = 296) social skills and self-regulation and their writing…
Descriptors: Self Control, Interpersonal Competence, Social Development, Emotional Development
Salas, Naymé; Silvente, Sara – Reading and Writing: An Interdisciplinary Journal, 2020
Findings around the cognitive resources needed to compose text have helped shape current models of writing. Some of these models predict that text generation is constrained by two groups of skills: transcription (i.e., spelling and handwriting) and executive functions (EFs). While the constraining role of transcription on text generation is…
Descriptors: Executive Function, Writing Skills, Spelling, Handwriting
Zou, Zhenfei; Zhao, Wei; Li, Miao – Reading and Writing: An Interdisciplinary Journal, 2022
This study investigated executive function deficits among Chinese primary school children with word reading deficit and specific reading comprehension deficit. Working memory, inhibitory control, and cognitive flexibility were examined among children with Word Reading Deficit (WRD), children with Specific Reading Comprehension Deficit (S-RCD) and…
Descriptors: Executive Function, Foreign Countries, Children, Reading Difficulties
De Rom, Margot; Szmalec, Arnaud; Van Reybroeck, Marie – Reading and Writing: An Interdisciplinary Journal, 2023
Individual differences in reading performance between children appear from the onset of literacy acquisition. One possible explanation for this variability is the influence of inhibition in reading ability, a topic that has received very little research attention. Nevertheless, children often make guessing errors characterized by replacing a word…
Descriptors: Inhibition, Reading Processes, Word Recognition, Sentences
Gandolfi, Elena; Traverso, Laura; Zanobini, Mirella; Usai, Maria Carmen; Viterbori, Paola – Reading and Writing: An Interdisciplinary Journal, 2021
This study analyses the longitudinal relationship between early inhibitory control skills and subsequent emergent literacy. At Time 1, a sample of 50 typically monolingual Italian toddlers aged 28 to 36 months in their last year of day-care was assessed on expressive vocabulary and two inhibitory control measures, tapping specifically response…
Descriptors: Inhibition, Emergent Literacy, Preschool Children, Toddlers
Chan, Stephanie W. Y.; Rao, Nirmala – Reading and Writing: An Interdisciplinary Journal, 2022
Positive associations have been found between executive function (EF) and language skills in young children. However, the relations between specific components of EF and language are unclear. This study examined these relations among young children in three Asian countries. A series of EF and language tasks was administered to 700 children (350…
Descriptors: Executive Function, Language Acquisition, Emergent Literacy, Indo European Languages
Bourke, Lorna; Marriott-Fellows, Megan; Jones, Amanda; Humphreys, Lorna; Davies, Simon J.; Zuffiano, Antonio; López-Pérez, Belén – Reading and Writing: An Interdisciplinary Journal, 2020
The current study investigated the extent cognitive and emotion regulation deficits (i.e., executive functions) associated with autism impact on the development of imagination in writing. Sixty-one children participated in the study (M age = 9 years 7 months, SD = 14 months, 18 female, 43 male), comprising a selected group with autism…
Descriptors: Executive Function, Imagination, Creative Writing, Autism
Van Reybroeck, Marie; De Rom, Margot – Reading and Writing: An Interdisciplinary Journal, 2020
Children with dyslexia face persistent difficulties in acquiring reading skills, often making guessing errors characterized by the replacement of a word by an orthographic neighbour. These reading errors could be related to inhibition problems within the reading task. Previous studies examining inhibition skills in dyslexic children led to unclear…
Descriptors: Dyslexia, Reading Difficulties, Error Patterns, Inhibition
Wolf, M. C.; Muijselaar, M. M. L.; Boonstra, A. M.; de Bree, E. H. – Reading and Writing: An Interdisciplinary Journal, 2019
This study aimed to increase our understanding on the relationship between reading and listening comprehension. Both in comprehension theory and in educational practice, reading and listening comprehension are often seen as interchangeable, overlooking modality-specific aspects of them separately. Three questions were addressed. First, it was…
Descriptors: Reading Comprehension, Listening Comprehension, Reading Skills, Listening Skills
Cordeiro, Carolina; Limpo, Teresa; Olive, Thierry; Castro, São Luís – Reading and Writing: An Interdisciplinary Journal, 2020
Writing is an important activity that involves many demanding processes. Given the complexity and goal-directed nature of writing, this activity is heavily dependent on executive functions (EFs). This study aimed to examine the longitudinal contribution of EFs (i.e., inhibitory control, working memory, cognitive flexibility, and planning) to text…
Descriptors: Executive Function, Writing Skills, Beginning Writing, Elementary School Students
Georgiou, George K.; Wei, Wei; Inoue, Tomohiro; Das, J. P.; Deng, Ciping – Reading and Writing: An Interdisciplinary Journal, 2020
The purpose of this study was to examine which of the components of executive functions (EF)--inhibition, shifting, and working memory--predict reading and mathematics achievement and if the effects of these components are the same across two cultures (Western and East Asian). One hundred twenty English-speaking Canadian (65 females, 55 males;…
Descriptors: Cultural Influences, Executive Function, Academic Achievement, Inhibition
Rocha, Renata S.; Castro, São Luís; Limpo, Teresa – Reading and Writing: An Interdisciplinary Journal, 2022
Learning to write is one of the great challenges children face in primary grades, requiring both transcription skills (handwriting and spelling) and executive functions (EFs; working memory, inhibitory control, and cognitive flexibility). Although this claim is widely accepted, the field suffers from some limitations, including few longitudinal…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Grade 5
Chung, Kevin Kien Hoa; Lam, Chun Bun; Leung, Chloe Oi Ying – Reading and Writing: An Interdisciplinary Journal, 2020
The present study investigated the executive functioning of working memory, inhibition, shifting, and planning in Chinese adolescent readers with dyslexia and how they related to Chinese (L1) and English (L2) reading comprehension. Fifty-seven Hong Kong Chinese students at Grade 7 were compared with 57 typically developing readers of…
Descriptors: Foreign Countries, Middle School Students, Grade 7, Executive Function
Zhang, Chenyi; Bingham, Gary E.; Zhang, Xiao; Schmitt, Sara A.; Purpura, David J.; Yang, Fuyi – Reading and Writing: An Interdisciplinary Journal, 2020
Despite a growing body of literature in English-speaking contexts documenting associations among children's early reading, executive function (EF), and early writing development, relatively few studies investigate the development of these skills in young Chinese children. Utilizing a longitudinal research design, this study followed 84 Chinese…
Descriptors: Executive Function, Emergent Literacy, Vocabulary Development, Phonological Awareness
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