Cirino Paul T, Miciak Jeremy, Gerst Elyssa, Barnes Marcia A, Vaughn Sharon, Child Amanda, Huston-Warren Emily
1 University of Houston, TX, USA.
2 University of Texas at Austin, USA.
J Learn Disabil. 2017 Jul/Aug;50(4):450-467. doi: 10.1177/0022219415618497. Epub 2016 Jan 8.
The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment ( N = 75 fourth graders) that contrasted two researcher-implemented conditions (text-based reading [TB] and text-based reading plus executive function [TB+EF]) to a control. We also evaluated relationships among measures of SRL, EF, and reading. Both the TB and TB+EF groups outperformed the control group for proximal text comprehension (where the topic was similar to that covered in training) and background knowledge related to it, but the two researcher-led groups performed similarly. There were no significant differences for less proximal text, and again similar performance for both TB and TB+EF. Correlations among measures were weak in general, although the pattern was similar to that found in the extant literature. The findings speak to the difficulty in separating these components from those of strong instruction more generally. The relationships of these constructs to reading comprehension will likely be enhanced by more sensitive measurement of EF and reading comprehension, particularly where tied to active treatment components.
本研究的目的是评估强调执行功能（EF）和自我调节学习（SRL）过程的训练在多大程度上会提高阅读理解能力；我们还评估了EF、SRL和阅读之间的相互关系。我们报告了一项实验（N = 75名四年级学生），该实验将两种由研究人员实施的条件（基于文本的阅读[TB]和基于文本的阅读加执行功能[TB+EF]）与一个对照组进行了对比。我们还评估了SRL、EF和阅读测量指标之间的关系。TB组和TB+EF组在近端文本理解（主题与训练中涵盖的主题相似）以及与之相关的背景知识方面均优于对照组，但两个由研究人员主导的组表现相似。对于不太近端的文本，没有显著差异，TB组和TB+EF组的表现再次相似。总体而言，测量指标之间的相关性较弱，尽管模式与现有文献中发现的相似。这些发现表明，更普遍地将这些成分与强有力的教学成分区分开来存在困难。通过对EF和阅读理解进行更敏感的测量，尤其是与积极治疗成分相关联时，这些结构与阅读理解之间的关系可能会得到加强。
