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ABSTRACT
In the present study, we used latent variable structural equation modeling to investigate relations between oral language, decoding, and two components of executive function (cognitive flexibility and working memory) and reading comprehension in a sample of 271 native English-speaking 9.00- to 14.83-year-olds. Results of the mediation analyses indicated that both oral language and decoding fully mediated the relations between working memory and cognitive flexibility and reading comprehension. These findings suggest that executive function is likely associated with reading comprehension through its relation with decoding and oral language and provide additional support for the role of executive function in reading comprehension as a potentially crucial precursor to skilled reading.
Disclosure statement
This study was carried out in accordance with the Vanderbilt University Institutional Review Board guidelines. Parental informed consent and child assent were obtained from study participants prior to their participation.
Informed Consent
This study was carried out in accordance with the Vanderbilt University Institutional Review Board guidelines. Parental informed consent and child assent were obtained from study participants prior to their participation.