How storage and executive functions contribute to children's reading comprehension

Psychology

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How storage and executive functions contribute to children's reading comprehension. / Nouwens, Suzan; Groen, Margriet A.; Verhoeven, Ludo.

In: Learning and Individual Differences, Vol. 47, 04.2016, p. 96-102.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Nouwens, S, Groen, MA & Verhoeven, L 2016, 'How storage and executive functions contribute to children's reading comprehension', Learning and Individual Differences, vol. 47, pp. 96-102. https://doi.org/10.1016/j.lindif.2015.12.008

APA

Nouwens, S., Groen, M. A., & Verhoeven, L. (2016). How storage and executive functions contribute to children's reading comprehension. Learning and Individual Differences, 47, 96-102. https://doi.org/10.1016/j.lindif.2015.12.008

Vancouver

Nouwens S, Groen MA, Verhoeven L. How storage and executive functions contribute to children's reading comprehension. Learning and Individual Differences. 2016 Apr;47:96-102. Epub 2016 Jan 14. doi: 10.1016/j.lindif.2015.12.008

Author

Nouwens, Suzan ; Groen, Margriet A. ; Verhoeven, Ludo. / How storage and executive functions contribute to children's reading comprehension. In: Learning and Individual Differences. 2016 ; Vol. 47. pp. 96-102.

Bibtex

@article{130c23622c3442c392d75f84ea98c251,

title = "How storage and executive functions contribute to children's reading comprehension",

abstract = "In the current study we investigated the contribution of storage and separate measures of executive functions to reading comprehension in Dutch 5th graders, while controlling for word recognition and vocabulary. In addition we investigated the relationship between this model and working memory as assessed with a listening span task--which reflects an integrated measure of both storage and executive functions.Regression analysis revealed that word recognition, vocabulary, cognitive flexibility and listening span task performance contributed directly to reading comprehension. Adding the listening span task to the model led to a change in the beta-values of storage, inhibition and cognitive flexibility, indicating that these variables shared variance with listening span task performance. A second regression analysis confirmed this finding: storage, inhibition and cognitive flexibility contributed to listening span task performance, and hence indirectly to reading comprehension.Together, these findings highlight the contribution of storage and executive functions to children's reading comprehension.",

keywords = "Reading comprehension, Storage, Executive functions, Working memory, Children",

author = "Suzan Nouwens and Groen, {Margriet A.} and Ludo Verhoeven",

year = "2016",

month = apr,

doi = "10.1016/j.lindif.2015.12.008",

language = "English",

volume = "47",

pages = "96--102",

journal = "Learning and Individual Differences",

issn = "1041-6080",

publisher = "Elsevier Ltd",

}

RIS

TY - JOUR

T1 - How storage and executive functions contribute to children's reading comprehension

AU - Nouwens, Suzan

AU - Groen, Margriet A.

AU - Verhoeven, Ludo

PY - 2016/4

Y1 - 2016/4

N2 - In the current study we investigated the contribution of storage and separate measures of executive functions to reading comprehension in Dutch 5th graders, while controlling for word recognition and vocabulary. In addition we investigated the relationship between this model and working memory as assessed with a listening span task--which reflects an integrated measure of both storage and executive functions.Regression analysis revealed that word recognition, vocabulary, cognitive flexibility and listening span task performance contributed directly to reading comprehension. Adding the listening span task to the model led to a change in the beta-values of storage, inhibition and cognitive flexibility, indicating that these variables shared variance with listening span task performance. A second regression analysis confirmed this finding: storage, inhibition and cognitive flexibility contributed to listening span task performance, and hence indirectly to reading comprehension.Together, these findings highlight the contribution of storage and executive functions to children's reading comprehension.

AB - In the current study we investigated the contribution of storage and separate measures of executive functions to reading comprehension in Dutch 5th graders, while controlling for word recognition and vocabulary. In addition we investigated the relationship between this model and working memory as assessed with a listening span task--which reflects an integrated measure of both storage and executive functions.Regression analysis revealed that word recognition, vocabulary, cognitive flexibility and listening span task performance contributed directly to reading comprehension. Adding the listening span task to the model led to a change in the beta-values of storage, inhibition and cognitive flexibility, indicating that these variables shared variance with listening span task performance. A second regression analysis confirmed this finding: storage, inhibition and cognitive flexibility contributed to listening span task performance, and hence indirectly to reading comprehension.Together, these findings highlight the contribution of storage and executive functions to children's reading comprehension.

KW - Reading comprehension

KW - Storage

KW - Executive functions

KW - Working memory

KW - Children

U2 - 10.1016/j.lindif.2015.12.008

DO - 10.1016/j.lindif.2015.12.008

M3 - Journal article

VL - 47

SP - 96

EP - 102

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -

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