ArticleJournal of experimental psychology. General2012
Predicting word reading and comprehension with executive function and speed measures across development: a latent variable analysis.
Article in Journal of experimental psychology. General, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 105 papers, 4 of them syntheses that pooled it.
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Who cites it
105 citing papers in PubMed, 4 syntheses or guidelines pooled it.
- Executive and attentional functioning interventions in preterm children: a systematic review.Journal of pediatric psychology · 2024Pooled it
- Relations between executive functions and academic outcomes in elementary school children: A meta-analysis.Psychological bulletin · 2021Pooled it
- The Contribution of Executive Functions When Reading Multiple Texts: A Systematic Literature Review.Frontiers in psychology · 2021Pooled it
- The unity and diversity of executive functions: A systematic review and re-analysis of latent variable studies.Psychological bulletin · 2018Pooled it
- The local properties of bold signal fluctuations at rest monitor inhibitory control training in adolescents.Developmental cognitive neuroscience · 2019Trial
- Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.Neuropsychology · 2026Article
- The relationship between cognitive and reading skills in typically developing pre-primary school children.Frontiers in behavioral neuroscience · 2026Article
- Factor Structure and Psychometric Properties of the Learning, Executive, and Attention Functioning (LEAF) Scale in Young Adults.Assessment · 2026Article
- Enhanced Functional Connectivity of Executive Functions and Attention Networks During Reading Versus Narrative Comprehension in Dyslexia.Brain connectivity · 2025Article
- Executive Functions and Reading Skills in Low-Risk Preterm Children.Children (Basel, Switzerland) · 2025Article
- Phonological working memory and linguistic processing speed in inferential reading comprehension.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2025Article
- Relations Between Executive Functions and Reading Comprehension: A Study of Fourth-Grade Students with and Without Reading Comprehension Difficulties.Brain sciences · 2024Article
- Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru.Economics of education review · 2024Article
- Reading Skill Profiles in School-Aged Italian-Speaking Children: A Latent Profile Analysis Investigation into the Interplay of Decoding, Comprehension and Attentional Control.Brain sciences · 2024Article
- Cerebellar Neuromodulation Impacts Reading Fluency in Young Adults.Neurobiology of language (Cambridge, Mass.) · 2024Article
- Cognitive Predictors of the Overlap of Reading and Math in Middle School.Learning and individual differences · 2024Article
- The behavioral and neurobiological relationships between executive function and reading: A review and preliminary findings.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder.Journal of educational psychology · 2023Article
- Executive Functions and Morphological Awareness Explain the Shared Variance Between Word Reading and Listening Comprehension.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2023Article
- Executive function predictors of science achievement in middle-school students.Frontiers in psychology · 2023Article
45 more citing papers are in PubMed but not listed here.
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Authors and funding
8 authors.
Funding
Abstract
The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the constructs simultaneously to test whether each is a unique predictor. Latent variables from 483 participants (ages 8-16 years) were used to portion each cognitive and reading construct into its unique and shared variance. In these models 2 specific issues are addressed: (a) Given that the wide age range may span the theoretical transition from "learning to read" to "reading to learn," the authors first test whether the relation between word reading and reading comprehension is stable across 2 age groups (ages 8-10 and 11-16); and (b) the main theoretical question of interest: whether what is shared and what is separable for word reading and reading comprehension are associated with individual differences in working memory, inhibition, and measures of processing and naming speed. The results indicated that (a) the relation between word reading and reading comprehension is largely invariant across the age groups, and (b) working memory and general processing speed, but not inhibition or the speeded naming of non-alphanumeric stimuli, are unique predictors of both word reading and comprehension, with working memory equally important for both reading abilities and processing speed more important for word reading. These results have implications for understanding why reading comprehension and word reading are highly correlated yet separable
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.