Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children

Ruffini, Costanza; Tarchi, Christian; Pecini, Chiara

doi:10.1016/j.compedu.2023.104936

Cited by 3 publications

(2 citation statements)

References 59 publications

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“…Therefore, an early age at first regular digital device access offered children more opportunities not only to exercise their multitasking abilities but also to witness and cope with complex real-life problems, which in turn shaped children into more flexible thinkers and readers in the long run (Martín et al, 2018;Bernardo & Mante-Estacio, 2023). The current study extended this positive relationship formerly discovered in the print reading context to the digital reading scenarios (Colé et al, 2014;Hu, 2017;Ruffini et al, 2023). Interestingly, the results of this study revealed that, compared with individuals who had been in regular contact with digital devices as early as 3 years old or even younger, some individuals who regularly accessed digital devices only after they were 13 years old or never had access to digital devices until they were surveyed did not exhibit consistent cognitive flexibility mediating effects across countries.…”

Section: Discussionsupporting

confidence: 61%

The influence of age at first regular digital device access on digital reading performance: the mediating effect of cognitive flexibility

Hu,

2024

Humanit Soc Sci Commun

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Younger generations are receiving their first regular digital device access at progressively earlier ages than previous generations on average, whereas disparities in their early digital device access are still being observed globally. The inequality of first regular digital device access may have profound long-term effects on one’s information and communication technology (ICT) skills, but no evidence has suggested how unequal first regular digital device access impacts one’s digital reading, which enables one to process and comprehend information in this digitized world. Thus, the current study investigated the relationship between the age at which children first regularly access digital devices and their digital reading performance at age 15 while considering the potential mediating effect of cognitive flexibility. A multilevel mediation model was proposed and tested using data from a cross-national sample of 156,277 15-year-old students from 18 OECD countries from the Programme for International Student Assessment (PISA). The results suggested that first regular digital device access after age 9 exerted a negative influence on digital reading scores in countries that generally had high levels of early digital access, and after age 13 in countries that had lower levels of early digital access. Additionally, cognitive flexibility mediated the association between the age at first regularly accessing digital devices and digital reading performance. Starting using digital devices regularly only after age 6, more evident at ages 9 to 12, was associated with lower levels of cognitive flexibility, which in turn led to worse digital reading performance. These findings demonstrated the importance of early first regular access to digital devices before school age (age 6) and highlighted the need for the cultivation of cognitive flexibility in family and school uses of digital devices.

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Section: Discussionsupporting

confidence: 61%

The influence of age at first regular digital device access on digital reading performance: the mediating effect of cognitive flexibility

Hu,

2024

Humanit Soc Sci Commun

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“…One study found that there is no significant relationship between students' reading attitudes and reading performance [37] while another study revealed that foreign language readers are unlikely to absorb what they read due to their lower appreciation of the texts [38]. We hypothesized that difficult texts (represented by higher FKGL scores) affect EFL students' reading comprehension due to the lack of automaticity in reading, linguistic inadequacy, and the high cognitive load associated with their bottom-up Congruent with this hypothesis is the observation made by some scholars that text comprehension is an active and dynamic process that enables the reader to construct coherent mental models and draw conclusions from the text while staying within the bounds of the amount of information that can be stored in working memory [39]. This implies difficult texts relative to the reader's skill level can tax students' cognitive abilities as they attempt to understand the meaning.…”

Section: Text Readability and Students' Reading Comprehensionmentioning

confidence: 99%

Text readability: its impact on reading comprehension and reading time

Zainurrahman,

Yusuf,

Sukyadi

2024

EduLearn

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Recently, the readability of texts has become the focus of reading research because it is believed to have implications for reading comprehension, which is of utmost importance in the field of English as a foreign language (EFL), particularly in the teaching, learning and assessment of reading comprehension. Unfortunately, the influence of text readability on reading comprehension (and reading time) has not been well studied in the EFL context. Most text readability studies are conducted in medical contexts, but these studies are often limited in predicting readability scores for sample texts. To address this gap, the current study aimed to evaluate the influence of text readability levels (based on the Flesch-Kincaid grade level (FKGL)) on students’ reading comprehension and reading time. Data were collected through reading test and analyzed using SPSS version 22. The Friedman test revealed that the distribution of students' reading comprehension score (X2=197.532, p=0.000) and reading time (X2=215.323, p=0.000) are different in each text, suggesting that the readability of texts has a significant influence on both. This study contributed to the practices of reading instruction and assessment. Limitations and suggestions for further research are briefly discussed.

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Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders

Ruffini,

Bei,

Pecini

2024

Eur J Psychol Educ

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Socio-emotional school behavior and learning are both fundamental aspects of children’s development influenced by cognitive control processes named Executive Functions (EF). Yet, research on school-age children has often focused on the relationship between EF and learning skills overlooking that of EF and school behavior, which has usually been examined among preschoolers. The current study investigated the contribution of EF in both school behavior and learning in school-age children. One hundred forty-six III–V graders were assessed using text comprehension and EF tasks and evaluated by teachers-rated inventories on behavioral difficulties and EF within the school context. The results suggested a different involvement of direct and indirect EF measures in the two domains considered: controlling for socioeconomic level and age, an EF direct measure, predicted reading comprehension whereas teacher-reported EF related to both behavior and text comprehension. The results contribute to defining the role of cognitive control processes on school behavior and learning in school-age children.

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Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children

Cited by 3 publications

References 59 publications

The influence of age at first regular digital device access on digital reading performance: the mediating effect of cognitive flexibility

The influence of age at first regular digital device access on digital reading performance: the mediating effect of cognitive flexibility

Text readability: its impact on reading comprehension and reading time

Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders

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