Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents

Teresa M. Ober, Patricia J. Brooks, Jan Plass, Bruce D. Homer

Research output: Contribution to journalArticle

Abstract

This study investigated direct and indirect effects of executive functions on reading comprehension in adolescents (N = 87, M = 14.0 years, SD = 1.5) by testing for parallel mediation of effects of working memory, task-switching, and inhibitory control via decoding and text recall/inference. Working memory showed direct and indirect effects on passage comprehension, the latter mediated by text recall/inference. Task-switching was associated with decoding but its relation to passage comprehension was not significant. Inhibitory control showed indirect effects on passage comprehension via decoding and text recall/inference. Results indicate overlapping but distinct contributions of executive functions to reading skills.

Original languageEnglish (US)
JournalReading Psychology
DOIs
StatePublished - Jan 1 2019

Fingerprint

Executive Function
Reading
comprehension
adolescent
Short-Term Memory
mediation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

Cite this

Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents. / Ober, Teresa M.; Brooks, Patricia J.; Plass, Jan; Homer, Bruce D.

In: Reading Psychology, 01.01.2019.

Research output: Contribution to journalArticle

@article{ebea8c94995e41a6b7e26d59a618aa59,
title = "Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents",
abstract = "This study investigated direct and indirect effects of executive functions on reading comprehension in adolescents (N = 87, M = 14.0 years, SD = 1.5) by testing for parallel mediation of effects of working memory, task-switching, and inhibitory control via decoding and text recall/inference. Working memory showed direct and indirect effects on passage comprehension, the latter mediated by text recall/inference. Task-switching was associated with decoding but its relation to passage comprehension was not significant. Inhibitory control showed indirect effects on passage comprehension via decoding and text recall/inference. Results indicate overlapping but distinct contributions of executive functions to reading skills.",
author = "Ober, {Teresa M.} and Brooks, {Patricia J.} and Jan Plass and Homer, {Bruce D.}",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/02702711.2019.1635239",
language = "English (US)",
journal = "Reading Psychology",
issn = "0270-2711",
publisher = "Taylor and Francis Ltd.",

}

TY - JOUR

T1 - Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents

AU - Ober, Teresa M.

AU - Brooks, Patricia J.

AU - Plass, Jan

AU - Homer, Bruce D.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - This study investigated direct and indirect effects of executive functions on reading comprehension in adolescents (N = 87, M = 14.0 years, SD = 1.5) by testing for parallel mediation of effects of working memory, task-switching, and inhibitory control via decoding and text recall/inference. Working memory showed direct and indirect effects on passage comprehension, the latter mediated by text recall/inference. Task-switching was associated with decoding but its relation to passage comprehension was not significant. Inhibitory control showed indirect effects on passage comprehension via decoding and text recall/inference. Results indicate overlapping but distinct contributions of executive functions to reading skills.

AB - This study investigated direct and indirect effects of executive functions on reading comprehension in adolescents (N = 87, M = 14.0 years, SD = 1.5) by testing for parallel mediation of effects of working memory, task-switching, and inhibitory control via decoding and text recall/inference. Working memory showed direct and indirect effects on passage comprehension, the latter mediated by text recall/inference. Task-switching was associated with decoding but its relation to passage comprehension was not significant. Inhibitory control showed indirect effects on passage comprehension via decoding and text recall/inference. Results indicate overlapping but distinct contributions of executive functions to reading skills.

UR - http://www.scopus.com/inward/record.url?scp=85068907752&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85068907752&partnerID=8YFLogxK

U2 - 10.1080/02702711.2019.1635239

DO - 10.1080/02702711.2019.1635239

M3 - Article

AN - SCOPUS:85068907752

JO - Reading Psychology

JF - Reading Psychology

SN - 0270-2711

ER -