Executive functions in Chinese kindergarten children with early reading problems

Fong, Cathy Yui‐Chi; Ho, Connie Suk‐Han

doi:10.1002/dys.1714

Cited by 2 publications

(1 citation statement)

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“…The development of cognitive flexibility begins at the age of 2 and gradually progresses between ages 3 and 5 [40][41][42]. Research has found that the cognitive flexibility of 4-to 5-year-old children can influence their reading comprehension and predict the reading performance of these developing readers [43,44]. Studies have indicated that cognitive flexibility may promote the development of individual phonological awareness, and consequently enhance reading ability [38,45].…”

Section: The Relationship Between Cognitive Flexibility Inhibitory Co...mentioning

confidence: 99%

Cognitive Flexibility Moderates the Predictive Effect of Phonological Awareness on Focus Structures in Chinese Preschool Children

Tan,

Song

2024

Brain Sciences

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Focus structures, a complex aspect of information structure in language, have garnered significant attention in psycholinguistics. The question of whether Chinese preschoolers aged 4–6 years possess the ability to process focus structures in oral communication, and how cognitive factors influence this ability, remains a research focal point. To address this, we recruited 100 Chinese preschoolers aged 4–6 years as participants in our study. This study manipulated the positions of focus particles in sentences to investigate the impact of phonological awareness on young children’s comprehension of focus structures. Additionally, we examined the mediating roles of cognitive flexibility and inhibitory control. Our findings indicate the following: (1) phonological awareness positively predicted the accuracy of focus structural processing; (2) inhibitory control did not significantly predict the accuracy of focus structural processing; and (3) cognitive flexibility partially mediated the relationship between phonological awareness and focus structural comprehension. These results confirmed the predictive effect of cognitive flexibility on children’s comprehension of focus structures. Moreover, they demonstrate that young children’s phonological awareness can predict their focus structure comprehension ability through the mediating role of cognitive flexibility. This suggests that children’s cognitive flexibility can aid in understanding sentences with focus structures.

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