The contribution of executive functions to naming digits, objects, and words

Altani, Angeliki; Protopapas, Athanassios; Georgiou, George K.

doi:10.1007/s11145-016-9666-4

Cited by 26 publications

(24 citation statements)

References 65 publications

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“…Finally, it may relate to the fact that we controlled for the effects of the nonexecutive processing demands of the inhibition tasks before testing the role of inhibition in reading comprehension. As shown by Altani et al (in press), executive and nonexecutive demands of inhibition and shifting are strongly interrelated. If the effects of the nonexecutive demands of inhibition tasks are not controlled for, it is possible that speed or naming requirements alone (not inhibition) drive the relationship between inhibition and reading comprehension.…”

Section: Discussionsupporting

confidence: 87%

“…To our knowledge, only Kieffer et al () have examined the indirect effects of EF components on reading comprehension through reading accuracy and vocabulary and have found that shifting, but not inhibition or working memory, had a small indirect effect on reading comprehension through vocabulary. An indirect relationship between EF and reading comprehension would be expected on the basis of evidence showing that performance on EF tasks is associated with both word reading (e.g., Altani, Protopapas, & Georgiou, in press; Arrington, Kulesz, Francis, Fletcher, & Barnes, ; Best, Miller, & Naglieri, ; Lan et al, ; Monette et al, ; Rose, Feldman, & Jankowski, ) and oral language skills (e.g., Lonigan, Lerner, Goodrich, Farrington, & Allan, ; McClelland et al, ; Potocki et al, in press). Arrington et al (), for example, reported direct effects of inhibition and working memory on reading fluency in a sample of adolescent students.…”

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Direct and indirect effects of executive function on reading comprehension in young adults

Georgiou

Das

2016

Journal Research in Reading

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The purpose of this study was to examine what components of executive function (EF)inhibition, shifting and updating/working memorypredict reading comprehension in young adults. Ninety university students (65 females, 25 males; mean age = 21.82 years) were assessed on shifting (Planned Connections and Colour/Shape Shifting), inhibition (Colour-Word Stroop and Number Stroop), updating/working memory (Digit Memory and Listening Span), reading fluency (Word Reading Efficiency), vocabulary (Peabody Picture Vocabulary Test), and reading comprehension (Nelson-Denny Reading Test). The results of path analysis indicated that only shifting predicted directly reading comprehension. These findings extend those of previous studies showing that different EF components predict different reading outcomes and suggest that EF has a place in reading comprehension models over and above traditional predictors of reading comprehension such as reading fluency and vocabulary.

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Section: Discussionsupporting

confidence: 87%

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confidence: 99%

Direct and indirect effects of executive function on reading comprehension in young adults

Georgiou

Das

2016

Journal Research in Reading

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“…Consequently, correlations with RAN, controlling for discrete naming, can be used as indices of serial processing. Alternative explanations of the serial superiority effect invoking effects of executive function or visual scanning direction have failed to account for the observed associations (Altani, Protopapas, & Georgiou, 2017;Protopapas, Altani, & Georgiou, 2013b; but cf. Kuperman, van Dyke, & Henry, 2016).…”

Section: Differential Associations With Serial and Discrete Namingmentioning

confidence: 99%

Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek

Altani

Georgiou

Deng

et al. 2017

Journal of Experimental Child Psychology

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We examined cross-linguistic effects in the relationship between serial and discrete versions of digit naming and word reading. In total, 113 Mandarin-speaking Chinese children, 100 Korean children, 112 English-speaking Canadian children, and 108 Greek children in Grade 3 were administered tasks of serial and discrete naming of words and digits. Interrelations among tasks indicated that the link between rapid naming and reading is largely determined by the format of the tasks across orthographies. Multigroup path analyses with discrete and serial word reading as dependent variables revealed commonalities as well as significant differences between writing systems. The path coefficient from discrete digits to discrete words was greater for the more transparent orthographies, consistent with more efficient sight-word processing. The effect of discrete word reading on serial word reading was stronger in alphabetic languages, where there was also a suppressive effect of discrete digit naming. However, the effect of serial digit naming on serial word reading did not differ among the four language groups. This pattern of relationships challenges a universal account of reading fluency acquisition while upholding a universal role of rapid serial naming, further distinguishing between multi-element interword and intraword processing.

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“…In light of this evidence, researchers have claimed that serial naming involves processes specific to the sequential nature of the task (e.g., rapid eye movement control and efficient scheduling of multiple items) which drive its relationship with reading (e.g., Georgiou et al, 2013 ; Gordon and Hoedemaker, 2016 ; Kuperman et al, 2016 ), beyond the automaticity of name retrieval (e.g., Stanovich et al, 1983 ; Logan et al, 2011 ). Recent studies examining this serial superiority effect in the relationship between naming and reading have shown that the way items are presented and processed in both word reading and digit naming can influence the size of their relationship (e.g., de Jong, 2011 ; Protopapas et al, 2013 ; Altani et al, 2017b ).…”

Section: Introductionmentioning

confidence: 99%

Using Serial and Discrete Digit Naming to Unravel Word Reading Processes

2018

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During reading acquisition, word recognition is assumed to undergo a developmental shift from slow serial/sublexical processing of letter strings to fast parallel processing of whole word forms. This shift has been proposed to be detected by examining the size of the relationship between serial- and discrete-trial versions of word reading and rapid naming tasks. Specifically, a strong association between serial naming of symbols and single word reading suggests that words are processed serially, whereas a strong association between discrete naming of symbols and single word reading suggests that words are processed in parallel as wholes. In this study, 429 Grade 1, 3, and 5 English-speaking Canadian children were tested on serial and discrete digit naming and word reading. Across grades, single word reading was more strongly associated with discrete naming than with serial naming of digits, indicating that short high-frequency words are processed as whole units early in the development of reading ability in English. In contrast, serial naming was not a unique predictor of single word reading across grades, suggesting that within-word sequential processing was not required for the successful recognition for this set of words. Factor mixture analysis revealed that our participants could be clustered into two classes, namely beginning and more advanced readers. Serial naming uniquely predicted single word reading only among the first class of readers, indicating that novice readers rely on a serial strategy to decode words. Yet, a considerable proportion of Grade 1 students were assigned to the second class, evidently being able to process short high-frequency words as unitized symbols. We consider these findings together with those from previous studies to challenge the hypothesis of a binary distinction between serial/sublexical and parallel/lexical processing in word reading. We argue instead that sequential processing in word reading operates on a continuum, depending on the level of reading proficiency, the degree of orthographic transparency, and word-specific characteristics.

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The contribution of executive functions to naming digits, objects, and words

Cited by 26 publications

References 65 publications

Direct and indirect effects of executive function on reading comprehension in young adults

Direct and indirect effects of executive function on reading comprehension in young adults

Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek

Using Serial and Discrete Digit Naming to Unravel Word Reading Processes

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