There is a debate in the literature regarding the level of contribution of executive functions (EF) to reading comprehension (RC), in the context of the simple view of reading (SVR) model. The current study aims to create sub-profiles of reading and cognitive abilities based on a measure traditionally used for evaluating EF, that is, the Stroop task, and specifically, Stroop time. Ninety-seven adults with and without reading difficulties performed reading and cognitive tasks, including the Stroop tests. Four groups were created based on Stroop performance time and a reading profile was created for each group. A mediation analysis was conducted to determine if reading accuracy and linguistic abilities predict RC mediated by Stroop time. Participants with a shorter Stroop time demonstrated better reading abilities, whereas those with longer Stroop time showed decreased reading performance. Stroop time was also negatively associated with better performance in additional cognitive abilities. A mediation analysis suggested that decoding ability and linguistic ability predict RC through EF. Our findings support the SVR model and the involvement of EF in reading proficiency and might be used for designing EF-based interventions for reading and RC difficulties.

中文翻译：

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Stroop 表现与希伯来语阅读障碍者和典型读者的阅读资料有关

在阅读简单视图 (SVR) 模型的背景下，文献中关于执行功能 (EF) 对阅读理解 (RC) 的贡献水平存在争议。目前的研究旨在基于传统上用于评估 EF 的测量，即 Stroop 任务，特别是 Stroop 时间，创建阅读和认知能力的子配置文件。97 名有和没有阅读困难的成年人进行了阅读和认知任务，包括 Stroop 测试。根据 Stroop 表演时间创建了四个组，并为每个组创建了一个阅读配置文件。进行中介分析以确定阅读准确性和语言能力是否可以预测由 Stroop 时间介导的 RC。Stroop时间较短的参与者表现出更好的阅读能力，而那些Stroop时间较长的人则表现出阅读能力下降。Stroop 时间也与额外认知能力的更好表现呈负相关。中介分析表明，解码能力和语言能力通过EF预测RC。我们的研究结果支持 SVR 模型和 EF 参与阅读能力，并可能用于设计基于 EF 的针对阅读和 RC 困难的干预措施。