ArticleLearning and individual differences2020
The relationship between cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4.
Article in Learning and individual differences, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- The Tool for Automatic Analysis of Decoding Ambiguity (TAADA).Behavior research methods · 2026Article
- The relationship between cognitive and reading skills in typically developing pre-primary school children.Frontiers in behavioral neuroscience · 2026Article
- Uncovering the structure of self-regulation: a network analysis among German primary-school children.Frontiers in psychology · 2026Article
- The Role of the Brain's Pragmatic Language Network in Reading Comprehension in Autistic Children.Autism research : official journal of the International Society for Autism Research · 2025Article
- Design and validation of a rapid visual processing measure for screening reading difficulties in early childhood.Behavior research methods · 2025Article
- The influence of reader and text characteristics on sixth graders' inference making.Journal of research in reading · 2025Article
- Cognitive Planning Improved After Cycling Exercise in Older Adults with Down Syndrome.Brain sciences · 2024Article
- Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers.Heliyon · 2024Article
- The neural mechanisms underlying the processing of consonant, vowel and tone during Chinese typing: an fNIRS study.Frontiers in neuroscience · 2023Article
- Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension.Frontiers in psychology · 2021Article
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Authors and funding
5 authors.
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Abstract
Following the increased emphasis on expository text in early grades, this study examined narrative and expository reading comprehension growth in a sample of children who were followed longitudinally from grades 1 to 4, with the goals of explaining potential differences in children's overall performance and growth of narrative and expository text comprehension and identifying the cognitive factors that distinctly contribute to comprehension for each text type. We hypothesized that differences in reading comprehension growth of narrative and expository texts would be explained by various cognitive factors, specifically those related to executive functions (EF; e.g., working memory, planning/organization, shifting, and inhibition). At four annual time points, children (
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