This two-wave (1.5 years apart) longitudinal study examined the bidirectional relations between measures of executive function (EF; working memory, attention focusing, inhibitory control, and a comprehensive EF measure) and two types of English word-level reading (pseudoword reading and word reading) among 258 school-aged children (52.6% boys, age = 5.8–9.1 years, in 1st to 3rd grades at Wave 1) from Chinese American immigrant families. Cross-lagged panel analyses were conducted to test whether the four EF measures and English word-level reading proficiency predicted one another controlling for prior levels of EF or reading, as well as demographic characteristics and children's English and Chinese language proficiency. We found a positive bidirectional association between the comprehensive EF measure and pseudoword reading. By contrast, although the comprehensive EF measure positively predicted word reading over time, word reading did not predict comprehensive EF. Additionally, both word reading and pseudoword reading positively predicted working memory over time. The results provided partial evidence that English word-level reading is bidirectionally related to EF among early elementary school-age dual language learners.

这项两波（相隔 1.5 年）纵向研究考察了执行功能测量（EF；工作记忆、注意力集中、抑制控制和综合 EF 测量）和两种类型的英语单词级阅读（伪词阅读）之间的双向关系。和文字阅读）在来自华裔美国移民家庭的 258 名学龄儿童（52.6% 男孩，年龄 = 5.8-9.1 岁，第一波一到三年级）中进行。我们进行了交叉滞后面板分析，以测试四种 EF 指标和英语单词水平阅读能力是否可以相互预测，并控制先前的 EF 或阅读水平，以及人口特征和儿童的英语和汉语水平。我们发现综合 EF 测量与伪词阅读之间存在正向双向关联。相比之下，虽然综合 EF 测量随着时间的推移积极预测单词阅读，但单词阅读并不能预测综合 EF。此外，随着时间的推移，单词阅读和伪单词阅读都可以积极预测工作记忆。结果提供了部分证据，表明早期小学学龄双语学习者的英语单词级阅读与 EF 是双向相关的。