执行功能对幼儿园儿童单词解码和阅读理解的直接与间接贡献
Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten.
作者信息
Haft Stephanie L, Caballero Jocelyn N, Tanaka Hiroko, Zekelman Leo, Cutting Laurie E, Uchikoshi Yuuko, Hoeft Fumiko
机构信息
Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA 94143, USA.
Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA.
出版信息
Learn Individ Differ. 2019 Dec;76. doi: 10.1016/j.lindif.2019.101783. Epub 2019 Oct 31.
Extant research is increasingly recognizing the contribution of executive function (EF) to reading comprehension alongside established predictors like word decoding and oral language. The nature of the association between EF and reading comprehension is commonly investigated in older children and in those with reading impairments. However, less is known about this relationship in emerging readers in kindergarten, where word decoding and reading comprehension are highly intertwined. Moreover, a better understanding of the mechanisms by which EF influences reading comprehension is needed. The present study investigated direct contributions of EF to reading comprehension, as well as indirect contributions via word decoding in 97 kindergarteners. Results indicated that there was a significant indirect effect of EF on reading comprehension, with word decoding mediating this association. The direct contribution of EF to reading comprehension was not significant. Implications for reading instruction and intervention for early readers are discussed.
现有研究越来越认识到，除了单词解码和口语等既定预测因素外，执行功能（EF）对阅读理解也有贡献。EF与阅读理解之间关联的本质通常在大龄儿童以及有阅读障碍的儿童中进行研究。然而，对于幼儿园新兴读者中这种关系的了解较少，在幼儿园阶段，单词解码和阅读理解紧密交织。此外，需要更好地理解EF影响阅读理解的机制。本研究调查了97名幼儿园儿童中EF对阅读理解的直接贡献，以及通过单词解码的间接贡献。结果表明，EF对阅读理解有显著的间接影响，单词解码在这种关联中起中介作用。EF对阅读理解的直接贡献不显著。本文讨论了对早期读者阅读教学和干预的启示。
Zotero 插件