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    Rights statement: This is the peer reviewed version of the following article: Nouwens, S., Groen, M.A., Kleemans, T. and Verhoeven, L. (2021), How executive functions contribute to reading comprehension. Br J Educ Psychol, 91: 169-192 e12355. https://doi.org/10.1111/bjep.12355 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12355 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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How Executive Functions contribute to Reading Comprehension

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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How Executive Functions contribute to Reading Comprehension. / Nouwens, Suzan; Groen, Margriet; Kleemans, Tijs; Verhoeven, Ludo.

In: British Journal of Educational Psychology, Vol. 91, No. 1, 31.03.2021, p. 169-192.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Nouwens, S, Groen, M, Kleemans, T & Verhoeven, L 2021, 'How Executive Functions contribute to Reading Comprehension', British Journal of Educational Psychology, vol. 91, no. 1, pp. 169-192. https://doi.org/10.1111/bjep.12355

APA

Nouwens, S., Groen, M., Kleemans, T., & Verhoeven, L. (2021). How Executive Functions contribute to Reading Comprehension. British Journal of Educational Psychology, 91(1), 169-192. https://doi.org/10.1111/bjep.12355

Vancouver

Nouwens S, Groen M, Kleemans T, Verhoeven L. How Executive Functions contribute to Reading Comprehension. British Journal of Educational Psychology. 2021 Mar 31;91(1):169-192. https://doi.org/10.1111/bjep.12355

Author

Nouwens, Suzan ; Groen, Margriet ; Kleemans, Tijs ; Verhoeven, Ludo. / How Executive Functions contribute to Reading Comprehension. In: British Journal of Educational Psychology. 2021 ; Vol. 91, No. 1. pp. 169-192.

Bibtex

@article{88d11a40eadb49d7995816b5f4bd1088,
title = "How Executive Functions contribute to Reading Comprehension",
abstract = "BackgroundExecutive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth‐grade reading comprehension, while accounting for decoding and language skills, is limited.AimThe present study investigated the direct and indirect effects of fourth‐grade executive functions (i.e., working memory, inhibition, and planning) on fifth‐grade reading comprehension, after accounting for decoding and language skills.SampleThe sample included 113 fourth‐grade children (including 65 boys and 48 girls; Age M = 9.89; SD = .44 years).MethodsThe participants were tested on their executive functions (working memory, inhibition and planning), and their decoding skills, language skills (vocabulary and syntax knowledge) and reading comprehension, one year later.ResultsUsing structural equation modelling, the results indicated direct effects of working memory and planning on reading comprehension, as well as indirect effects of working memory and inhibition via decoding (χ2 = 2.46).ConclusionsThe results of the present study highlight the importance of executive functions for reading comprehension after taking variance in decoding and language skills into account: Both working memory and planning uniquely contributed to reading comprehension. In addition, working memory and inhibition also supported decoding. As a practical implication, educational professionals should not only consider the decoding and language skills children bring into the classroom, but their executive functions as well.",
keywords = "executive functions, primary education, reading comprehension development, simple view of reading, structural equation modelling",
author = "Suzan Nouwens and Margriet Groen and Tijs Kleemans and Ludo Verhoeven",
note = "This is the peer reviewed version of the following article: Nouwens, S., Groen, M.A., Kleemans, T. and Verhoeven, L. (2021), How executive functions contribute to reading comprehension. Br J Educ Psychol, 91: 169-192 e12355. https://doi.org/10.1111/bjep.12355 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12355 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving. ",
year = "2021",
month = mar,
day = "31",
doi = "10.1111/bjep.12355",
language = "English",
volume = "91",
pages = "169--192",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "John Wiley and Sons Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - How Executive Functions contribute to Reading Comprehension

AU - Nouwens, Suzan

AU - Groen, Margriet

AU - Kleemans, Tijs

AU - Verhoeven, Ludo

N1 - This is the peer reviewed version of the following article: Nouwens, S., Groen, M.A., Kleemans, T. and Verhoeven, L. (2021), How executive functions contribute to reading comprehension. Br J Educ Psychol, 91: 169-192 e12355. https://doi.org/10.1111/bjep.12355 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12355 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2021/3/31

Y1 - 2021/3/31

N2 - BackgroundExecutive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth‐grade reading comprehension, while accounting for decoding and language skills, is limited.AimThe present study investigated the direct and indirect effects of fourth‐grade executive functions (i.e., working memory, inhibition, and planning) on fifth‐grade reading comprehension, after accounting for decoding and language skills.SampleThe sample included 113 fourth‐grade children (including 65 boys and 48 girls; Age M = 9.89; SD = .44 years).MethodsThe participants were tested on their executive functions (working memory, inhibition and planning), and their decoding skills, language skills (vocabulary and syntax knowledge) and reading comprehension, one year later.ResultsUsing structural equation modelling, the results indicated direct effects of working memory and planning on reading comprehension, as well as indirect effects of working memory and inhibition via decoding (χ2 = 2.46).ConclusionsThe results of the present study highlight the importance of executive functions for reading comprehension after taking variance in decoding and language skills into account: Both working memory and planning uniquely contributed to reading comprehension. In addition, working memory and inhibition also supported decoding. As a practical implication, educational professionals should not only consider the decoding and language skills children bring into the classroom, but their executive functions as well.

AB - BackgroundExecutive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth‐grade reading comprehension, while accounting for decoding and language skills, is limited.AimThe present study investigated the direct and indirect effects of fourth‐grade executive functions (i.e., working memory, inhibition, and planning) on fifth‐grade reading comprehension, after accounting for decoding and language skills.SampleThe sample included 113 fourth‐grade children (including 65 boys and 48 girls; Age M = 9.89; SD = .44 years).MethodsThe participants were tested on their executive functions (working memory, inhibition and planning), and their decoding skills, language skills (vocabulary and syntax knowledge) and reading comprehension, one year later.ResultsUsing structural equation modelling, the results indicated direct effects of working memory and planning on reading comprehension, as well as indirect effects of working memory and inhibition via decoding (χ2 = 2.46).ConclusionsThe results of the present study highlight the importance of executive functions for reading comprehension after taking variance in decoding and language skills into account: Both working memory and planning uniquely contributed to reading comprehension. In addition, working memory and inhibition also supported decoding. As a practical implication, educational professionals should not only consider the decoding and language skills children bring into the classroom, but their executive functions as well.

KW - executive functions

KW - primary education

KW - reading comprehension development

KW - simple view of reading

KW - structural equation modelling

U2 - 10.1111/bjep.12355

DO - 10.1111/bjep.12355

M3 - Journal article

VL - 91

SP - 169

EP - 192

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 0007-0998

IS - 1

ER -