Reading‐Specific Flexibility Moderates the Relation Between Reading Strategy Use and Reading Comprehension During the Elementary Years

Gnaedinger, Emily K.; Hesson-McInnis, Matthew S.

doi:10.1111/mbe.12125

Cited by 27 publications

(11 citation statements)

References 51 publications

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“…Interestingly, the final model included paths from working memory and inhibitory control to delay of gratification, suggesting intriguing relations among cool and hot aspects of executive functioning. Previous findings have shown that complex executive functions depend on simpler aspects, which is consistent with our findings (Dawson & Guare, ; Gnaedinger et al, ; Meltzer, , ). Age did not predict delay of gratification directly, as it did the cool executive functions.…”

Section: Resultssupporting

confidence: 94%

“…Our original model did not include paths between executive function components; however, it is quite plausible that the components are related in meaningful ways. For instance, basic executive function processes may set the stage for more complex executive functions (Dawson & Guare, ; Gnaedinger, Hund, & Hesson‐McInnis, ; Meltzer, , ). With this conceptualization in mind, we allowed working memory to predict delay of gratification, which improved the model fit.…”

Section: Resultsmentioning

confidence: 99%

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Pathways to School Readiness: Executive Functioning Predicts Academic and Social–Emotional Aspects of School Readiness

Mann

Hund

Hesson-McInnis

et al. 2016

Mind Brain and Education

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ABSTRACT-The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social-emotional indicators of school readiness. It was unique in focusing on positive aspects of social-emotional readiness, rather than problem behaviors. One hundred four 3-5-year-old children completed tasks measuring executive functioning, social-emotional readiness, academic readiness, and vocabulary. As expected, age predicted executive functioning components and social-emotional readiness. Moreover, working memory and inhibitory control directly predicted academic readiness, whereas delay of gratification predicted social-emotional readiness. Working memory and inhibitory control predicted delay of gratification, consistent with the notion that simpler executive functions may set the stage for more complex executive functions. Interestingly, social-emotional readiness predicted academic readiness. These findings confirm that hot and cool aspects of executive functioning are related to social-emotional and academic school readiness.Early childhood is characterized by impressive gains in children's cognitive and social development that set the stage for school readiness and success. The importance of this period for later success has received increasing attention from educators, researchers, and policymakers in recent years. Early school success provides a firm foundation for later school success. Therefore, it is imperative to

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Section: Resultssupporting

confidence: 94%

Section: Resultsmentioning

confidence: 99%

Pathways to School Readiness: Executive Functioning Predicts Academic and Social–Emotional Aspects of School Readiness

Mann

Hund

Hesson-McInnis

et al. 2016

Mind Brain and Education

Self Cite

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show abstract

“…A study independent of the DIME model, also employing structural equation modeling, found that comprehension strategies (and working memory) predicted reading ability in a model that included reading fluency and vocabulary (Muijselaar et al, 2017). Although these models did not include an array of EF skills, it is notable that some research has suggested that GSF may mediate the relation between strategy use and reading ability (Gnaedinger, Hund, & Hesson‐McInnis, 2016).…”

Section: Active Self‐regulation Is Central To Readingmentioning

confidence: 99%

The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

Duke¹,

Cartwright²

2021

Reading Research Quarterly

201

125

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The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self‐regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students’ reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.

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“…It is a consensus among scholars that executive functions are important for reading comprehension (Abreu et al, 2014;Bovo et al, 2016;Gnaedinger, Hund, & Hesson-McInnis, 2016;Fadaei et al, 2017;Locascio et al, 2010;Sesma et al, 2009). Thus, once the recognition and decoding of frequent words is automated, the executive functions act so that this process occurs smoothly, collaborating with the understanding of what is being read, that is, of comprehension.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, once the recognition and decoding of frequent words is automated, the executive functions act so that this process occurs smoothly, collaborating with the understanding of what is being read, that is, of comprehension. Although some scholars point out that EF are more predictive of reading comprehension than decoding (Sesma et al, 2009), due to the role that high EF (such as planning and monitoring) have in reading comprehension (Locascio et al, 2010;Sesma et al ., 2009), the basic EF, such as: working memory (Abreu et al, 2014;Bovo et al, 2016;Sesma et al, 2009), cognitive flexibility (Abreu et al, 2014;Gnaedinger et al, 2016), inhibitory control (Arrington et al, 2014;Bovo et al, 2016), and verbal fluency (Bovo et al, 2016;Smith-Spark et al, 2017), are also shown to be related to a deficit in reading comprehension.…”

Section: Discussionmentioning

confidence: 99%

Reading in developmental dyslexia: the role of phonemic awareness and executive functions

Medina

Guimarães

2021

Estud. psicol. (Campinas)

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This study investigated the correlations and the possible deficits in reading, phonemic awareness, and executive functions among students with developmental dyslexia. A total of 28 students participated in the study, between 9 and 11 years old, 14 with developmental dyslexia and 14 without reading difficulties. Specific instruments were used to assess reading, phonemic awareness, and executive functions. The Spearman test indicated moderate and very significant correlations between performance in tasks of phonemic awareness and reading (recognition and comprehension) and tasks that assessed cognitive functioning involving the following executive functions: cognitive flexibility, working memory, inhibitory control, and orthographic verbal fluency. No correlation was found between the reading and phonemic awareness assessments and the results of the planning done with the Tower of London instrument. The results allowed the researchers to hypothesize that an intervention planned for the development of phonemic awareness and executive functions may have an effect in improving the reading performance of dyslexics.

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Reading‐Specific Flexibility Moderates the Relation Between Reading Strategy Use and Reading Comprehension During the Elementary Years

Cited by 27 publications

References 51 publications

Pathways to School Readiness: Executive Functioning Predicts Academic and Social–Emotional Aspects of School Readiness

Pathways to School Readiness: Executive Functioning Predicts Academic and Social–Emotional Aspects of School Readiness

The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

Reading in developmental dyslexia: the role of phonemic awareness and executive functions

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