Spencer Mercedes, Cutting Laurie E
Vanderbilt University.
Discourse Process. 2021;58(1):42-59. doi: 10.1080/0163853X.2020.1734416. Epub 2020 Mar 26.
In the current investigation, we used structural equation mediation modeling to examine the relations between executive function (indexed by measures of working memory, shifting, and inhibition), decoding ability, and reading comprehension in a sample of 298 6- to 8-year-old children ( =132 and 166 for boys and girls, respectively). Results for the full sample indicated that executive function was mediated by decoding ability. When sex was examined as a moderator of these associations, there was evidence for a trend suggesting that direct relations between executive function and reading comprehension were stronger for girls compared to boys; no significant differences were found for other direct and indirect relations. Taken together, these findings highlight the importance of executive function in supporting underlying integrative processes associated with reading comprehension and emphasize the need to further consider the role of executive function in relation to reading.
在当前的调查中，我们使用结构方程中介模型来检验298名6至8岁儿童（男孩132名，女孩166名）样本中执行功能（通过工作记忆、转换和抑制能力来衡量）、解码能力和阅读理解之间的关系。全样本结果表明，执行功能是通过解码能力来介导的。当将性别作为这些关联的调节变量进行检验时，有证据表明存在一种趋势，即与男孩相比，女孩的执行功能与阅读理解之间的直接关系更强；在其他直接和间接关系方面未发现显著差异。综上所述，这些发现凸显了执行功能在支持与阅读理解相关的潜在整合过程中的重要性，并强调有必要进一步考虑执行功能在阅读方面的作用。
