Department of Psychology, The Education University of Hong Kong, Tai Po, Hong Kong.
Advanced Innovation Center For Future Education, Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, China.
Br J Educ Psychol. 2018 Dec;88(4):628-644. doi: 10.1111/bjep.12207. Epub 2018 Jan 15.
Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills.
This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension.
SAMPLE(S): A group of 170 K3 kindergarteners was recruited in Hong Kong.
Children's word reading was assessed. Their linguistic comprehension was assessed with phonological awareness, verbal short-term memory, and vocabulary knowledge. Using a structured observation task, Head-Toes-Knees-Shoulders (HTKS), we measured their composite scores for EF skills.
Head-Toes-Knees-Shoulders performance predicted unique variance in children's Chinese reading comprehension concurrently beyond word reading and a set of linguistic comprehension skills.
The results highlight the important role of EF skills in beginning readers' reading comprehension.
根据简单阅读观（SVR），单词阅读和语言理解技能是阅读理解的两个关键组成部分。一些研究人员假设，阅读和理解文本应该涉及第三个组成部分，即执行功能（EF）技能。
本研究有两个新颖之处。我们不仅测试了执行功能技能作为非字母语言（即中文）阅读理解的预测指标，以扩展 SVR 理论模型，还在香港对幼儿园 K3 儿童（5 岁）进行了阅读理解进一步研究，试图揭示阅读理解的可能早期前兆。
在香港招募了一组 170 名 K3 幼儿园儿童。
评估儿童的单词阅读能力。使用语音意识、语词短期记忆和词汇知识评估他们的语言理解能力。使用结构化观察任务 Head-Toes-Knees-Shoulders（HTKS），我们测量了他们的 EF 技能综合分数。
Head-Toes-Knees-Shoulders 表现预测了儿童汉语阅读理解的独特差异，超过了单词阅读和一组语言理解技能。
结果强调了执行功能技能在初学者阅读理解中的重要作用。
