Abstract This study assessed the impact of a teacher-delivered, small-group reading-specific executive function (EF) intervention on reading performance in a sample of 57 teacher-identified struggling readers, ranging in age from 7;6 to 12;3 (Mage = 9;10) in 2nd to 5th grades at a public elementary school in the Mid-Atlantic United States. Near-transfer effects of EF interventions are more common than far-transfer to academic skills. Thus, we assessed near- and far-transfer effects for intervention (n = 29) and control (n = 28) children. The reading-specific EF intervention produced medium to large effects on reading-specific and domain-general EF skills as well as on researcher-administered and school-administered reading comprehension measures, even after grade level (and thus reading teacher), verbal ability, children’s age, and respective pretest scores were controlled. These findings underscore the importance of translational work that takes researcher-tested interventions into real-world contexts to support children’s development. Implications of findings for practice are discussed.

中文翻译：

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执行功能干预对二至五年级有困难的读者的远近转移效应

摘要 本研究评估了教师提供的小组阅读特定执行功能 (EF) 干预对 57 名教师认定的挣扎读者样本的阅读表现的影响，样本年龄从 7;6 到 12;3。 Mage = 9;10) 在美国中大西洋的一所公立小学上 2 至 5 年级。EF 干预的近转移效应比远转移到学术技能更常见。因此，我们评估了干预 (n = 29) 和对照 (n = 28) 儿童的近和远转移效应。特定阅读的 EF 干预对特定阅读和领域通用 EF 技能以及研究人员管理和学校管理的阅读理解措施产生了中到大的影响，即使在年级水平（以及阅读教师）、语言能力、孩子的年龄，并控制各自的预试分数。这些发现强调了转化工作的重要性，即将经过研究人员测试的干预措施带入现实世界，以支持儿童的发展。讨论了调查结果对实践的影响。