Nguyen Tin Q, Del Tufo Stephanie N, Cutting Laurie E
Vanderbilt Kennedy Center, Peabody College of Education and Human Development, Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA.
College of Education and Human Development, University of Delaware, Newark, Tennessee, USA.
Sci Stud Read. 2020;24(6):462-483. doi: 10.1080/10888438.2020.1720025. Epub 2020 Feb 20.
Reading fluency undoubtedly underlies reading competence; yet, the role of executive functions (EF) is less well understood. Here, we investigated the relationship between children's reading fluency and EF. Children's (n = 82) reading and language performance was determined by standardized assessments and EF by parental questionnaire. Results revealed that production of more miscues was explained by poorer reading and language performance and EF. Yet, self-correcting a miscue was predicted by better EF, beyond reading and language abilities. Intriguingly, EF partially mediated the relationship between reading and self-correction, suggesting that self-correction reflects parallel recruitment and coordination of domain-specific and domain-general processes.
阅读流畅性无疑是阅读能力的基础；然而，执行功能（EF）的作用却鲜为人知。在此，我们研究了儿童阅读流畅性与执行功能之间的关系。通过标准化评估确定了82名儿童的阅读和语言表现，并通过家长问卷评估了执行功能。结果显示，更多错误的产生可由较差的阅读和语言表现以及执行功能来解释。然而，除了阅读和语言能力之外，更好的执行功能可预测对错误的自我纠正。有趣的是，执行功能部分介导了阅读与自我纠正之间的关系，这表明自我纠正反映了特定领域和一般领域过程的平行招募与协调。
