Executive functions and components of oral reading fluency through the lens of text complexity

Nguyen, Tin Q; Pickren, Sage E.; Saha, Neena M.; Cutting, Laurie E.

doi:10.1007/s11145-020-10020-w

Cited by 11 publications

(6 citation statements)

References 113 publications

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“…In other words, problems with decoding may be reflected in poor processing on a sentence level, although contextual information could compensate for insufficient decoding skills. Indeed, previous studies have demonstrated that contextual information was predictive of oral reading rate in second grade children (Tortorelli, 2020) and that text higher text complexity was associated with reading errors in 9-15 years old children (Nguyen et al, 2020). The way language comprehension and text decoding are related differs between languages (Koda, 2007).…”

Section: Individual Differences In L2 Wti and Reading Comprehensionmentioning

confidence: 94%

Word-to-text integration in English as a second language reading comprehension

et al. 2020

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We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n = 441) learning English as a second language (L2). The students performed a self-paced WTI reading task in Fall (T1) and Spring (T2), consisting of three text manipulation types (anaphora resolution, argument overlap, anomaly detection), divided in simple and complex passages. The passages contained proximate versus distant anaphora, explicit repetitions versus implicit inferences, and no anomalies versus anomalies. We first examined how WTI complexity was related to reading times on target, target plus one, and target plus two, controlling for word frequency, decoding fluency, gender, and age. Mixed-effects models showed shorter reading times on T2 than on T1 and for simple compared to complex passages, indicating improvement of L2 reading speed. Complexity affected WTI for our L2 learners, as was reflected by longer reading times on complex compared to simple argument overlap and anomaly detection passages. We then assessed whether reading comprehension could be predicted by WTI. Longer reading times on complex compared to simple argument overlap and anomaly detection passages predicted offline reading comprehension. These WTI-measures of complexity are thus indicators of WTI proficiency for novice L2 learners.

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Section: Individual Differences In L2 Wti and Reading Comprehensionmentioning

confidence: 94%

Word-to-text integration in English as a second language reading comprehension

et al. 2020

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“…EF processes play an important role in coordinating the various components of reading tasks (Cartwright, Lee, et al, 2020; Locascio et al, 2010; Nguyen, Pickren, Saha, & Cutting, 2020). EF skills are referred to as “a family of top‐down mental processes” (Diamond, 2013, p. 136) that facilitate the coordination of complex, goal‐directed tasks.…”

Section: Ef Skills and Reading Comprehensionmentioning

confidence: 99%

Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension

Barber¹,

Cartwright²,

Hancock³

et al. 2021

Reading Research Quarterly

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The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive-linguistic factors that underlie the common variance between D and LC, which are malleable, although there is no clarity at this point regarding what these are. We propose that one such group of malleable cognitive factors is executive function (EF) skills. Further, we posit that EF skills play equally strong roles in explaining reading comprehension variance in emergent bilinguals and English monolinguals. We used multigroup structural equation modeling to determine the contribution of these constructs (D, LC, and EF) to reading comprehension in 425 emergent bilinguals and 302 English monolinguals in grades 2-4. The shared variance between D and LC was explained by direct and indirect effects in the models tested, with strong indirect effects for the EFs of cognitive flexibility and working memory through D and LC, respectively, for both language groups. The indirect effect of cognitive flexibility through LC on reading comprehension was considerably larger for emergent bilinguals than for English monolinguals. Considerations for a more nuanced view of the simple view of reading and its implications for practice are discussed. P ublic discourse surrounding the science of reading has emphasized the simple view of reading (SVR; Gough & Tunmer, 1986) as a guiding framework for research under the Reading for Understanding initiative in the last decade (e.g.,

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“…More specifically, reading fluency is defined as reading at a considerable rate and accurately. To be language fluent, various emergent reading skills need to be well mastered to relieve the brain for higher-order cognitive functions (Morrow and Tracey, 2006;Lopez-Escribano, 2016; Van de Ven , 2017;Nguyen et al, 2020). In this study, fewer CAI interventions for fluency were found and had insignificant effect sizes, while no study targeted vocabulary skills.…”

Section: Reading Cai Effectiveness For Transparent and Semi-transpare...mentioning

confidence: 67%

“…To be language fluent, various emergent reading skills need to be well mastered to relieve the brain for higher-order cognitive functions (Morrow and Tracey, 2006; Lopez-Escribano, 2016; Van de Ven et al. , 2017; Nguyen et al. , 2020).…”

Section: Discussionmentioning

confidence: 99%

Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

Liana,

Mrutu,

Mselle

2024

JET

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PurposeComputer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.Design/methodology/approachThis study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.Findings11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.Originality/valueThe study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

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Executive functions and components of oral reading fluency through the lens of text complexity

Cited by 11 publications

References 113 publications

Word-to-text integration in English as a second language reading comprehension

Word-to-text integration in English as a second language reading comprehension

Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension

Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

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