Abstract
Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e.g., components of the simple view of reading or SVR), and other skills theoretically related to reading (e.g., vocabulary, processing speed) and/or to EF (e.g., short-term memory, motor function). In a large sample of 3rd to 5th graders oversampled for struggling readers, this paper evaluates the impact of EF derived from a bifactor model (Cirino, Ahmed, Miciak, Taylor, Gerst, & Barnes, 2018) in the context of well-known covariates and demographics. Beyond common EF, five specific factors (two related to working memory, and factors of fluency, self-regulated learning, and behavioral inattention/metacognition) were addressed. EF consistently showed a unique contribution to already-strong predictive models for all reading outcomes; for reading comprehension, EF interacted with SVR indices (word reading and listening comprehension). The findings extend and refine our understanding of the contribution of EF to reading skill.
Similar content being viewed by others
References
Aboud, K. S., Bailey, S. K., Petrill, S. A., & Cutting, L. E. (2016). Comprehending text versus reading words in young readers with varying reading ability: Distinct patterns of functional connectivity from common processing hubs. Developmental Science, 19, 632–656.
Ahmed, Y., Francis, D. J., York, M., Fletcher, J. M., Barnes, M., & Kulesz, P. (2016). Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Contemporary Educational Psychology, 44, 68–82.
Altemeier, L. E., Abbott, R. D., & Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology, 30, 588–606. https://doi.org/10.1080/13803390701562818.
Anderson, V. A., Anderson, P., Northam, E., Jacobs, R., & Catroppa, C. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Developmental Neuropsychology, 20, 385–406. https://doi.org/10.1207/S15326942DN2001_5.
Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18, 325–346. https://doi.org/10.1080/10888438.2014.902461.
Barnes, M. A., Stuebing, K. K., Fletcher, J. M., Barth, A. E., & Francis, D. J. (2016). Cognitive difficulties in struggling comprehenders and their relation to reading comprehension: A comparison of group selection and regression-based models. Journal of Research on Educational Effectiveness, 9, 153–172.
Bental, B., & Tirosh, E. (2007). The relationship between attention, executive functions and reading domain abilities in attention deficit hyperactivity disorder and reading disorder: A comparative study. Journal of Child Psychology and Psychiatry, 48, 455–463. https://doi.org/10.1111/j.1469-7610.2006.01710.x.
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29, 180–200. https://doi.org/10.1016/j.dr.2009.05.002.
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161–186. https://doi.org/10.1016/S0959-4752(96)00015-1.
Burgess, P. W. (1997). Theory and methodology in executive function research. In P. Rabbitt (Ed.), Methodology of frontal and executive function (pp. 81–116). East Sussex: Psychology Press.
Butterfuss, R., & Kendeou, P. (2017). The role of executive functions in reading comprehension. Educational Psychology Review. https://doi.org/10.1007/s10648-017-9422-6.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. https://doi.org/10.1037/0022-0663.96.1.31.
Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., et al. (2012). Predicting word reading and comprehension with executive function and speed measures across development: a latent variable analysis. Journal of Experimental Psychology: General, 141, 470–488. https://doi.org/10.1037/a0027375.
Cirino, P. T. (2012). Student contextual learning scales. Houston, TX: Author.
Cirino, P. T., Ahmed, Y., Miciak, J., Taylor, W. P., Gerst, E. H., & Barnes, M. A. (2018). A framework for executive function in the late elementary years. Neuropsychology, 32(2), 176–189.
Cirino, P. T., Fletcher, J. M., Ewing-Cobbs, L., Barnes, M. A., & Fuchs, L. S. (2007). Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention. Learning Disabilities Research & Practice, 22, 25–35. https://doi.org/10.1111/j.1540-5826.2007.00228.x.
Cirino, P. T., Miciak, J., Gerst, E., Barnes, M. A., Child, A., & Huston-Warren, E. (2017). Executive function, self-regulated learning, and reading comprehension: Training studies. The Journal of Learning Disabilities, 50, 450–467. https://doi.org/10.1177/0022219415618497.
Cirino, P. T., Romain, M. A., Barth, A. E., Tolar, T. D., Fletcher, J. M., & Vaughn, S. (2013). Reading skill components and impairments in middle school struggling readers. Reading and Writing: An Interdisciplinary Journal, 26, 1059–1086. https://doi.org/10.1007/s11145-012-9406-3.
Claessens, A., & Dowsett, C. (2014). Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade. Psychological Science, 25, 2241–2251. https://doi.org/10.1177/0956797614554265.
Compton, D. L., Fuchs, D., Fuchs, L. S., Elleman, A. M., & Gilbert, J. K. (2008). Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability. Learning and Individual Differences, 18, 329–337. https://doi.org/10.1016/j.lindif.2008.04.003.
Connor, C. M., Day, S. L., Phillips, B., Sparapani, N., Ingebrand, S. W., McLean, L., et al. (2016). Reciprocal effects of self-regulation, semantic knowledge, and reading comprehension in early elementary school. Child Development, 87, 1813–1824. https://doi.org/10.1111/cdev.12558.
Corsi, P. (1972). Memory and the medial temporal region of the brain. Unpublished doctoral dissertation), McGill University, Montreal, QB.
Cowan, R., & Powell, D. (2014). The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. Journal of Educational Psychology, 106, 214–229. https://doi.org/10.1037/a0034097.
Cutting, L. E., Bailey, S. K., Barquero, L. A., & Aboud, K. (2015). Neurobiological bases of word recognition and reading comprehension: Distinctions, overlaps, and implications for instruction and intervention. In C. M. Connor & P. McCardle (Eds.), Advances in reading intervention: Research to practice to research (pp. 73–84). Baltimore, MD: Brookes Publishing.
Cutting, L. E., Materek, A., Cole, C. A., Levine, T. M., & Mahone, E. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34–54. https://doi.org/10.1007/s11881-009-0022-0.
Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277–299. https://doi.org/10.1207/s1532799xssr1003_5.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466. https://doi.org/10.1016/S0022-5371(80)90312-6.
De Franchis, V., Usai, M. C., Viterbori, P., & Traverso, L. (2017). Preschool executive functioning and literacy achievement in Grades 1 and 3 of primary school: A longitudinal study. Learning and Individual Differences, 54, 184–195. https://doi.org/10.1016/j.lindif.2017.01.026.
Delis, D., Kaplan, E., & Kramer, J. (2001). Delis–Kaplan executive function scale. San Antonio, TX: The Psychological Corporation.
Follmer, D. J. (2017). Executive function and reading comprehension: A meta-analytic review. Educational Psychologist, 53, 42–60. https://doi.org/10.1080/00461520.2017.1309295.
Foorman, B. R., Herrera, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015). The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2. Reading and Writing: An Interdisciplinary Journal, 28, 655–681. https://doi.org/10.1007/s11145-015-9544-5.
Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38, 98–108. https://doi.org/10.1177/00222194050380020101.
Fuchs, L., Geary, D., Compton, D., Fuchs, D., Hamlett, C., & Bryant, J. (2010). The contributions of numerosity and domain-general abilities to school readiness. Child Development, 81, 1520–1533. https://doi.org/10.1111/j.1467-8624.2010.01489.x.
Fuchs, L. S., Fuchs, D., Compton, D., Hamlett, C., & Wang, A. (2015). Is word-problem solving a form of text comprehension? Scientific Studies of Reading, 19(3), 204–223. https://doi.org/10.1080/10888438.2015.1005745.
Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98, 29–43. https://doi.org/10.1037/0022-0663.98.1.29.
Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disabilities Quarterly, 31, 79–92. https://doi.org/10.2307/20528819.
Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T., et al. (2013). Improving at-risk learners’ understanding of fractions. Journal of Educational Psychology, 105, 683–700. https://doi.org/10.1037/a0032446.
Georgiou, G. K., Das, J. P., & Hayward, D. (2009). Revisiting the “simple view of reading” in a group of children with poor reading comprehension. Journal of Learning Disabilities, 42(1), 76–84. https://doi.org/10.1177/0022219408326210.
Gerst, E. H., Cirino, P. T., Fletcher, J. M., & Yoshida, H. (2015). Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Child Neuropsychology, 23, 381–407. https://doi.org/10.1080/09297049.2015.1120860.
Gioia, G. A., Isquith, P. A., Guy, S. C., & Kenworthy, L. (2000). Behavior rating inventory of executive function. Odessa, FL: Psychological Assessment Resources.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. https://doi.org/10.1037/0022-0663.99.2.311.
Gray, S. A., Carter, A. S., Briggs-Gowan, M. J., Jones, S. M., & Wagmiller, R. L. (2014). Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading. Developmental Psychology, 50, 2255–2263. https://doi.org/10.1037/a0037367.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16, 174–180. https://doi.org/10.1016/j.tics.2012.01.006.
Ilkowska, M., & Engle, R. W. (2010). Trait and state differences in working memory capacity. In A. Gruszka, G. Matthews, & B. Szymura (Eds.), Handbook of individual differences in cognition. The Springer series on human exceptionality. New York, NY: Springer. https://doi.org/10.1007/978-1-4419-1210-7_18.
Inquisit 3. (2003). Millisecond Software [Computer Software]. Seattle, WA.
Instruments, L. (1999). Purdue pegboard model #32020: Instructions and normative data. Lafayette, IN: Lafayette Instruments.
Jacob, R., & Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85, 512–552. https://doi.org/10.3102/0034654314561338.
Jacobson, L. A., Koriakin, T., Lipkin, P., Boada, R., Frijters, J. C., Lovett, M. W., et al. (2017). Executive functions contribute uniquely to reading competence in minority youth. Journal of Learning Disabilities, 50(4), 422–433. https://doi.org/10.1177/0022219415618501.
Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85–97.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices. IES Practice Guide. NCEE 2008-4027. National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/wwc.
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test. New York: Wiley.
Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281–300. https://doi.org/10.1080/10888430802132279.
Kershaw, S., & Schatschneider, C. (2012). A latent variable approach to the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 25, 433–464. https://doi.org/10.1007/s11145-010-9278-3.
Kieffer, M. J., Vukovic, R. K., & Berry, D. (2013). Roles of attention shifting and inhibitory control in fourth-grade reading comprehension. Reading Research Quarterly, 48, 333–348. https://doi.org/10.1002/rrq.54.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction–integration model. Psychological Review, 95, 163.
Kirchner, W. K. (1958). Age differences in short-term retention of rapidly changing information. Journal of Experimental Psychology, 55, 352. https://doi.org/10.1037/h0043688.
Korkman, M., Kirk, U., & Kemp, S. (2007). A developmental neuropsychological assessment (NEPSY)-II. San Antonio, TX: The Psychological Corporation.
Locascio, G., Mahone, E. M., Eason, S., & Cutting, L. (2010). Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43, 441–454. https://doi.org/10.1177/0022219409355476.
Logan, G. D., & Cowan, W. B. (1984). On the ability to inhibit thought and action: A theory of an act of control. Psychological Review, 91(3), 295. https://doi.org/10.1037/0033-295X.91.3.295.
Luciana, M., & Nelson, C. A. (2002). Assessment of neuropsychological function through use of the Cambridge Neuropsychological Testing Automated Battery: Performance in 4- to 12-year-old children. Developmental Neuropsychology, 22, 595–624. https://doi.org/10.1207/S15326942DN2203_3.
MacGinitie, W. H. (2000). Gates-MacGinitie reading tests. Itasca, IL: Riverside.
MacGinitie, W. H., MacGinitie, R. K., Maria, K., Dreyer, L., & Hughes, K. E. (2007). GMRT manual for scoring and interpretation. Rolling Meadows, IL: Riverside Publishing.
Martinussen, R., Grimbos, T., & Ferrari, J. L. (2014). Word-level reading achievement and behavioral inattention: Exploring their overlap and relations with naming speed and phonemic awareness in a community sample of children. Archives of Clinical Neuropsychology, 29(7), 680–690. https://doi.org/10.1093/arclin/acu040.
McGrew, K. S., & Woodcock, R. W. (2001). Woodcock-Johnson III: Normative update technical manual. Rolling Meadows, IL: Riverside Publications.
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49, 270. https://doi.org/10.1037/a002822.
Miciak, J., Taylor, W. P., Denton, C. A., & Fletcher, J. M. (2015). The effect of achievement test selection on identification of learning disabilities within a patterns of strengths and weaknesses framework. School Psychology Quarterly, 30, 321. https://doi.org/10.1037/spq0000091.
Miciak, J., Williams, J. L., Taylor, W. P., Cirino, P. T., Fletcher, J. M., & Vaughn, S. (2016). Do processing patterns of strengths and weaknesses predict differential treatment response? Journal of Educational Psychology, 108(6), 898–909. https://doi.org/10.1037/edu0000096.
Miller, A. C., Fuchs, D., Fuchs, L. S., Compton, D., Kearns, D., Zhang, W., et al. (2014). Behavioral attention: A longitudinal study of whether and how it influences the development of word reading and reading comprehension among at-risk readers. Journal of Research on Educational Effectiveness, 7, 232–249. https://doi.org/10.1080/19345747.2014.906691.
Minguela, M., Solé, I., & Pieschl, S. (2015). Flexible self-regulated reading as a cue for deep comprehension: evidence from online and offline measures. Reading and Writing: An Interdisciplinary Journal, 28, 721–744. https://doi.org/10.1007/s11145-015-9547-2.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100. https://doi.org/10.1006/cogp.1999.0734.
Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443–468.
Olejnik, S., & Algina, J. (2003). Generalized eta and omega squared statistics: Measures of effect size for some common research designs. Psychological Methods, 8, 434–447. https://doi.org/10.1037/1082-989X.8.4.434.
Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., et al. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144, 48–76.
Peng, P., & Fuchs, D. (2017). A Randomized control trial of working memory training with and without strategy instruction: Effects on young children’s working memory and comprehension. Journal of Learning Disabilities, 50, 62–80. https://doi.org/10.1177/0022219415594609.
Perfetti, C. A. (1999). Comprehending written language: A blueprint of the reader. In C. Brown & P. Hagoort (Eds.), The neurocognition of language (pp. 167–208). New York, NY: Oxford University Press.
Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22–37. https://doi.org/10.1080/10888438.2013.827687.
Peugh, J. L. (2010). A practical guide to multilevel modeling. Journal of School Psychology, 48, 85–112. https://doi.org/10.1016/j.jsp.2009.09.002.
Pham, A. V. (2013). Differentiating behavioral ratings of inattention, impulsivity, and hyperactivity in children: Effects on reading achievement. Journal of Attention Disorders, 20, 674–683.
Pickering, S., & Gathercole, S. E. (2001). Working memory test battery for children (WMTB-C). London: Psychological Corporation Europe.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. https://doi.org/10.1007/s10648-004-0006-x.
Potocki, A., Sanchez, M., Ecalle, J., & Magnan, A. (2017). Linguistic and cognitive profiles of 8- to 15-year-old children with specific reading comprehension difficulties: The role of executive functions. Journal of Learning Disabilities, 50(2), 128–142.
Pressley, M., & Ghatala, E. S. (1990). Self-regulated learning: Monitoring learning from text. Educational Psychologist, 25(1), 19–33. https://doi.org/10.1207/s15326985ep2501_3.
Redick, T. S., Calvo, A., Gay, C. E., & Engle, R. W. (2011). Working memory capacity and go/no-go task performance: Selective effects of updating, maintenance, and inhibition. Journal of Experimental Psychology. Learning, Memory, and Cognition, 37, 308. https://doi.org/10.1037/a0022216.
Roberts, G., Rane, S., Fall, A., Denton, C. A., Fletcher, J. M., & Vaughn, S. (2015). The impact of intensive reading intervention on level of attention in middle school students. Journal of Clinical Child & Adolescent Psychology, 44(6), 942–953. https://doi.org/10.1080/15374416.2014.913251.
Robison, M. K., & Unsworth, N. (2017). Working memory capacity, strategic allocation of study time, and value-directed remembering. Journal of Memory and Language, 93, 231–244. https://doi.org/10.1016/j.jml.2016.10.007.
Sala, G., & Gobet, F. (2017). Does far transfer exist? Negative evidence from chess, music, and working memory training. Current Directions in Psychological Science, 26, 515–520. https://doi.org/10.1177/0963721417712760.
Savage, R. (2006). Reading comprehension is not always the product of nonsense word decoding and linguistic comprehension: Evidence from teenagers who are extremely poor readers. Scientific Studies of Reading, 10, 143–164. https://doi.org/10.1207/s1532799xssr1002_2.
Savage, R., Lavers, N., & Pillay, V. (2007). Working memory and reading difficulties: What we know and what we don’t know about the relationship. Educational Psychology Review, 19, 185–221. https://doi.org/10.1007/s10648-006-9024-1.
Schatschneider, C., Carlson, C. D., Francis, D. J., Foorman, B. R., & Fletcher, J. M. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of Learning Disabilities, 35, 245–256. https://doi.org/10.1177/002221940203500306.
Selya, A. S., Rose, J. S., Dierker, L. C., Hedeker, D., & Mermelstein, R. J. (2012). A practical guide to calculating Cohen’s f 2, a measure of local effect size, from PROC MIXED. Frontiers in Psychology, 3, 1–6.
Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading comprehension. Child Neuropsychology, 15, 232–246. https://doi.org/10.1080/09297040802220029.
Shallice, T. (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society of London, B, 298, 199–209.
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138, 628. https://doi.org/10.1037/a0027473.
Sims, D. M., & Lonigan, C. J. (2013). Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers’ reading-related skills. Journal of Clinical Child & Adolescent Psychology, 42, 208–219. https://doi.org/10.1080/15374416.2012.738453.
Smith, L. E., Borkowski, J. G., & Whitman, T. L. (2008). From reading readiness to reading competence: The role of self-regulation in at-risk children. Scientific Studies of Reading, 12, 131–152. https://doi.org/10.1080/10888430801917167.
Speece, D. L., Ritchey, K. D., Silverman, R., Schatschneider, C., Walker, C. Y., & Andrusik, K. N. (2010). Identifying children in middle childhood who are at risk for reading problems. School Psychology Review, 39, 258–276.
Spira, E. G., & Fischel, J. E. (2005). The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: A review. Journal of Child Psychology and Psychiatry, 46, 755–773. https://doi.org/10.1111/j.1469-7610.2005.01466.x.
Swanson, H. L., Orosco, M. J., & Kudo, M. (2017). Does growth in the executive system of working memory underlie growth in literacy for bilingual children with and without reading disabilities? Journal of Learning Disabilities, 50, 386–407. https://doi.org/10.1177/0022219415618499.
Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A., et al. (2012). Categorical and dimensional definitions and evaluations of symptoms of ADHD: History of the SNAP and the SWAN rating scales. The International Journal of Educational and Psychological Assessment, 10, 51.
Tighe, E. L., & Schatschneider, C. (2014). A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing, 27, 101–127. https://doi.org/10.1007/s11145-013-9435-6.
Tippey, K. G., & Longnecker, M. T. (2016). An ad hoc method for computing pseudo-effect size for mixed models. In Proceedings of south central SAS users group forum.
Toplak, M. E., West, R. F., & Stanovich, K. E. (2013). Practitioner review: Do performance-based measures and ratings of executive function asses the same construct? The Journal of Child Psychology and Psychiatry, 54, 131–143. https://doi.org/10.1111/jcpp.12001.
Torgesen, J., Wagner, R., & Rashotte, C. A. (1999). TOWRE: Test of word reading efficiency—Examiner’s manual. Austin, TX: PRO-ED.
Unsworth, N., & Spillers, G. J. (2010). Variation in working memory capacity and episodic recall: The contributions of strategic encoding and contextual retrieval. Psychonomic Bulletin & Review, 17, 200–205. https://doi.org/10.3758/PBR.17.2.200.
van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41, 315–326.
van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading: Inferences and the online construction of a memory representation. In H. van Oosterdorp & S. R. Goldman (Eds.), The Construction of mental representations during reading. Mahwah, NJ: Taylor & Francis.
van der Sluis, S., de Jong, P. F., & van der Leij, A. (2004). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87(3), 239–266. https://doi.org/10.1016/j.jecp.2003.12.002.
Vaughn, S., Solis, M., Miciak, J., Taylor, W. P., & Fletcher, J. M. (2016). Effects from a randomized control trial comparing research and school implemented treatments with fourth graders with significant reading difficulties. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1126386. (Advance online publication).
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Examiner’s Manual: The comprehensive test of phonological processing. Austin, TX: PRO-ED Inc.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock–Johnson tests of achievement. Itasca, IL: Riverside Publishing.
Ylvisaker, M., & Feeney, T. (2002). Executive functions, self-regulation, and learned optimism in paediatric rehabilitation: A review and implications for intervention. Pediatric Rehabilitation, 5, 51–70. https://doi.org/10.1080/1363849021000041891.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91. https://doi.org/10.1006/ceps.1999.1016.
Acknowledgements
This research was supported by Award Number P50 HD052117, Texas Center for Learning Disabilities, from the Eunice Kennedy Shriver National Institute of Child Health and Human Development to the University of Houston. The content is the sole responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health and Human Development or the National Institutes of Health.
Author information
Authors and Affiliations
Corresponding author
Electronic supplementary material
Below is the link to the electronic supplementary material.
Rights and permissions
About this article
Cite this article
Cirino, P.T., Miciak, J., Ahmed, Y. et al. Executive function: association with multiple reading skills. Read Writ 32, 1819–1846 (2019). https://doi.org/10.1007/s11145-018-9923-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11145-018-9923-9