Executive Dysfunction Among Children With Reading Comprehension Deficits

Abstract

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group's poor performance on EF factors was a byproduct of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group's poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems.

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

“…Children with dyslexia show deficits in their working memory, phonological awareness, and word reading efficiency (Berninger, Raskind, Richards, Abbott, & Stock, 2008; Brosnan et al, 2002; Swanson, Zheng, & Jerman, 2009). Working memory predicts both phonological awareness and word reading efficiency (de Abreu, Gathercole, & Martin, 2011; Berninger, Abbott, Vermeulen, & Fulton, 2006; Christopher et al, 2012; Locascio, Mahone, Eason, & Cutting, 2010; Ramscar & Gitcho, 2007). Because phonological awareness predicts word reading efficiency (Anthony & Francis, 2005; Melby‐Lervag et al, 2012), and phonological working memory is associated to word reading (Gathercole & Baddeley, 2014), working memory may be important to word reading efficiency via its impact on phonological awareness in children with dyslexia; a mediation model can be expected but has not yet been tested.…”

“…Working memory underlies both phonological awareness and word reading efficiency, and as such, one could expect that working memory impacts reading via its effect on phonological awareness. In typically developing children, working memory has indeed been found to predict phonological awareness (de Abreu et al, 2011; Oakhill & Kyle, 2000) and word reading efficiency (Berninger, Abbott, Vermeulen, et al, 2006; Christopher et al, 2012; Locascio et al, 2010). Children with dyslexia generally show deficits in working memory and having phonological awareness and word reading efficiency problems (Berninger, Raskind, et al, 2008; Brosnan et al, 2002; Swanson et al, 2009).…”

Examination of the Effectiveness of Sternberg's Successful Intelligence Program on Executive Functions of Sharp-Witted Primary School Level Students

“…Executive functions involve the highest cognitive performances which are necessary for purposeful behavior (Thorell et al2009;Best and Miller, 2010;Dehn, 2008). Also, there is evidence of researches indicating expansion of executive functions from childhood to adulthood which implicate at the age range of 7-10, growth of executive functions is rapid and by the end of adulthood, this growth rate reaches its peak; this finding mentions the necessity of training executive functions from childhood to adulthood (Locascio et al 2010). …”

“…These functions include integration of multifaceted sensory data, creation of various responses, maintenance of the set, purposeful behaviors, adaptation with environmental changes, the ability for planning and self-assessment (Blair et al 2005). Executive functions also refer to a set of cognitive processes which re applied in managing purposeful behavior (Locascio et al 2010). Executive functions involve the highest cognitive performances which are necessary for purposeful behavior (Thorell et al2009;Best and Miller, 2010;Dehn, 2008).…”

“…Executive functions also refer to a set of cognitive processes which are applied in managing purposeful behavior (Locascio et al 2010). Executive functions involve the highest cognitive performances which are necessary for purposeful behavior (Thorell et al2009;Best and Miller, 2010;Dehn, 2008).…”