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Capin, Philip; Stevens, Elizabeth A.; Vaughn, Sharon – Mind, Brain, and Education, 2023
Two potential pathways for improving reading outcomes for students with reading disabilities are presented: (a) systematically integrating self-regulation instructional practices within reading interventions and (b) aligning small-group reading intervention with core reading instruction to reduce the pressure on the executive system. Two separate…
Descriptors: Metacognition, Reading Comprehension, Teaching Methods, Reading Improvement
Cartwright, Kelly B.; Marshall, Timothy R.; Hatfield, Nathan A. – Mind, Brain, and Education, 2020
Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain-specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, "graphophonological-semantic cognitive flexibility" (GSF), the ability to flexibly switch…
Descriptors: Executive Function, Brain Hemisphere Functions, Reading Comprehension, Intervention
Gnaedinger, Emily K.; Hund, Alycia M.; Hesson-McInnis, Matthew S. – Mind, Brain, and Education, 2016
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy-five second- through fifth-grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card-sorting tasks to measure general and…
Descriptors: Elementary School Students, Reading Strategies, Reading Comprehension, Cognitive Processes