Daucourt Mia C, Schatschneider Christopher, Connor Carol M, Al Otaiba Stephanie, Hart Sara A
Department of Psychology, Florida State University, Tallahassee, FL, United States.
Florida Center for Reading Research, Florida State University, Tallahassee, FL, United States.
Front Psychol. 2018 Mar 20;9:238. doi: 10.3389/fpsyg.2018.00238. eCollection 2018.
Recent achievement research suggests that executive function (EF), a set of regulatory processes that control both thought and action necessary for goal-directed behavior, is related to typical and atypical reading performance. This project examines the relation of EF, as measured by its components, Inhibition, Updating Working Memory, and Shifting, with a hybrid model of reading disability (RD). Our sample included 420 children who participated in a broader intervention project when they were in KG-third grade (age = 6.63 years, = 1.04 years, range = 4.79-10.40 years). At the time their EF was assessed, using a parent-report Behavior Rating Inventory of Executive Function (BRIEF), they had a mean age of 13.21 years ( = 1.54 years; range = 10.47-16.63 years). The hybrid model of RD was operationalized as a composite consisting of four symptoms, and set so that any child could have any one, any two, any three, any four, or none of the symptoms included in the hybrid model. The four symptoms include low word reading achievement, unexpected low word reading achievement, poorer reading comprehension compared to listening comprehension, and dual-discrepancy response-to-intervention, requiring both low achievement and low growth in word reading. The results of our multilevel ordinal logistic regression analyses showed a significant relation between all three components of EF (Inhibition, Updating Working Memory, and Shifting) and the hybrid model of RD, and that the strength of EF's predictive power for RD classification was the highest when RD was modeled as having at least one or more symptoms. Importantly, the chances of being classified as having RD increased as EF performance worsened and decreased as EF performance improved. The question of whether any one EF component would emerge as a superior predictor was also examined and results showed that Inhibition, Updating Working Memory, and Shifting were equally valuable as predictors of the hybrid model of RD. In total, all EF components were significant and equally effective predictors of RD when RD was operationalized using the hybrid model.
近期的成就研究表明，执行功能（EF），即一组控制目标导向行为所需的思维和行动的调节过程，与典型和非典型阅读表现相关。本项目通过其组成部分（抑制、工作记忆更新和转换）来衡量执行功能，并研究其与阅读障碍（RD）混合模型之间的关系。我们的样本包括420名儿童，他们在幼儿园到三年级期间（年龄 = 6.63岁，标准差 = 1.04岁，范围 = 4.79 - 10.40岁）参与了一个更广泛的干预项目。在使用家长报告的执行功能行为评定量表（BRIEF）评估他们的执行功能时，他们的平均年龄为13.21岁（标准差 = 1.54岁；范围 = 10.47 - 16.63岁）。阅读障碍的混合模型被定义为一个由四个症状组成的综合指标，设定为任何儿童可能有这四个症状中的任何一个、任何两个、任何三个、任何四个或一个都没有。这四个症状包括单词阅读成绩低、意外的低单词阅读成绩、与听力理解相比阅读理解较差以及双重差异反应干预，即要求单词阅读成绩低且增长缓慢。我们的多层有序逻辑回归分析结果表明，执行功能的所有三个组成部分（抑制、工作记忆更新和转换）与阅读障碍的混合模型之间存在显著关系，并且当将阅读障碍建模为至少有一个或多个症状时，执行功能对阅读障碍分类的预测能力最强。重要的是，被归类为患有阅读障碍的可能性随着执行功能表现变差而增加，随着执行功能表现改善而降低。我们还研究了是否有任何一个执行功能组成部分会成为更优的预测指标，结果表明抑制、工作记忆更新和转换作为阅读障碍混合模型的预测指标同样有价值。总体而言，当使用混合模型来定义阅读障碍时，所有执行功能组成部分都是阅读障碍的显著且同等有效的预测指标。
