Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning.

中文翻译：

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一，二年级学生阅读特定执行功能对阅读理解能力的同时和纵向贡献

执行功能（EF）在整个阅读过程中对阅读理解有很大贡献。新兴研究表明，EF的特定领域评估更适合在学术环境中进行评估和干预。例如，语音，语义的认知灵活性（GSF）可以灵活地在印刷字的字形和语义成分之间进行切换，这种能力在整个生命周期的阅读理解中都具有独特的作用，而GSF培训可以提高儿童的阅读理解能力。这项研究将原始的GSF量度（由于其主观解释的显式解释成分而在学校中使用时出现的问题）与一个简短的隐式任务进行了比较，该任务更适合在68个一年级和二年级学生的实际环境中对GSF进行评估。当儿童（n  = 31）处于三年级和四年级时，内隐和外显的GSF不仅在语言能力，解码能力和矩阵推理方面，对同时和纵向阅读理解都有独特的贡献。