Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents |
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| Authors: | Teresa M. Ober Patricia J. Brooks Jan L. Plass Bruce D. Homer |
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| Affiliation: | 1. The Graduate Center, CUNY, New York, New York, USA;2. CREATE Lab, New York University, New York, New York, USA;3. tober@gradcenter.cuny.edu;5. College of Staten Island, CUNY, Staten Island, New York, USA;6. CREATE Lab, New York University, New York, New York, USA;7. New York University New York, New York, USA |
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| 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. |
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