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. 2021;58(1):42-59.
doi: 10.1080/0163853X.2020.1734416. Epub 2020 Mar 26.

Relations Among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences

Mercedes Spencer  1 , Laurie E Cutting  1
Affiliations

Relations Among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences

Mercedes Spencer et al. Discourse Process. 2021.

Abstract

In the current investigation, we used structural equation mediation modeling to examine the relations between executive function (indexed by measures of working memory, shifting, and inhibition), decoding ability, and reading comprehension in a sample of 298 6- to 8-year-old children (N =132 and 166 for boys and girls, respectively). Results for the full sample indicated that executive function was mediated by decoding ability. When sex was examined as a moderator of these associations, there was evidence for a trend suggesting that direct relations between executive function and reading comprehension were stronger for girls compared to boys; no significant differences were found for other direct and indirect relations. Taken together, these findings highlight the importance of executive function in supporting underlying integrative processes associated with reading comprehension and emphasize the need to further consider the role of executive function in relation to reading.

Keywords: Executive function; decoding ability; reading comprehension; sex differences; structural equation modeling.

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Appendix B
Appendix B
Tested Partial Mediation Model Note. Executive function (EF) is an averaged composite represented by the Working Memory, Shift, and Inhibit subscales from the Behavioral Rating Inventory of Executive Function, Second Edition, Teacher Form; Comp. = Comprehension.
See this image and copyright information in PMC

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