The Role of Domain-General, Behavioral, and Reading-Specific Executive Function in Reading Comprehension: Does Context-Specific Executive Function Matter?

作者：Peng Peng, Yuting Liu, Kelly B. Cartwright, Marc Goodrich, Natalie A. Koziol, Chi Ma, Caroline Whitmarsh · 发表于：Scientific Studies of Reading · 年份：2024 · DOI：10.1080/10888438.2024.2409635 · 被引用次数：11 · 研究领域：Reading and Literacy Development、Cognitive and developmental aspects of mathematical skills、Neuroscience, Education and Cognitive Function

Purpose The study explored the distinct contributions of domain-general, behavioral, and reading-specific executive function to reading comprehension, and whether reading fluency and vocabulary moderate or mediate the relations between executive function and reading comprehension.Method Data were collected from 129 4th and 5th graders (35.66%, 28.68%, 6.98%, and 28.68% for White, Hispanic, African American, and others, respectively; 54% are girls) who completed 9 assessments of domain-general and context-specific working memory, inhibition, and switching. Additionally, children completed assessments of reading comprehension, reading fluency, and vocabulary.Results After controlling for all variables, among executive function variables, only behavioral and reading-specific executive function independently contributed to reading comprehension. Reading fluency and vocabulary partially mediated the relations between behavioral and reading-specific executive function and reading comprehension. Reading-specific executive function appeared to be particularly important for students with weaker vocabulary.Conclusion These findings align with the context-specific hypothesis of executive function. Context-specific executive function may be more important than domain-general executive function in reading comprehension. Reading-specific executive function may be a distinct construct representing the integration of domain-general executive function and reading knowledge. This integration c...