ABSTRACT

In the current investigation, we used structural equation mediation modeling to examine the relations between executive function (indexed by measures of working memory, shifting, and inhibition), decoding ability, and reading comprehension in a sample of 298 children aged 6 to 8 years (132 boys and 166 girls). Results indicated that executive function was mediated by decoding ability. When sex was examined as a moderator of these associations, a trend suggested that direct relations between executive function and reading comprehension were stronger for girls compared with boys; no significant differences were found for other direct and indirect relations. Taken together, these findings highlight the importance of executive function in supporting underlying integrative processes associated with reading comprehension and emphasize the need to further consider the role of executive function in relation to reading.

 抽象的

在当前的研究中，我们使用结构方程中介模型来检查 298 名 6 至 8 岁儿童样本中的执行功能（以工作记忆、转移和抑制为指标）、解码能力和阅读理解之间的关系（ 132 名男孩和 166 名女孩）。结果表明执行功能是由解码能力介导的。当将性别作为这些关联的调节因素进行检查时，一种趋势表明，与男孩相比，女孩的执行功能和阅读理解之间的直接关系更强。其他直接和间接关系没有发现显着差异。总而言之，这些发现强调了执行功能在支持与阅读理解相关的潜在整合过程中的重要性，并强调需要进一步考虑执行功能在阅读中的作用。