Evidence map›Paper›PMID 39792223›Full record

ArticleJournal of psycholinguistic research2025

The Effect of Executive Function on Word Recognition: Comparison Between Native Chinese and Learners with Chinese as A Second Language (CSL).

Cai Mingjia, Liao Xian

Abstract readComparative Study
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of psycholinguistic research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Cai MingjiaDepartment of Chinese Language Studies, Centre for Research on Chinese Language and Education, The Education University of Hong Kong, Tai Po, N.T, Hong Kong.
Liao XianDepartment of Chinese Language Studies, Centre for Research on Chinese Language and Education, The Education University of Hong Kong, Tai Po, N.T, Hong Kong. iamliaoxian@gmail.com.ORCID http://orcid.org/0000-0002-4470-8436

Funding

the General Research Fund, Research Grants Council of Hong Kong HKIEd 17614519
6 · The paper itself

Abstract

Word recognition is a fundamental reading skill that relies on various linguistic and cognitive abilities. While executive functions (EF) have gained attention for their importance in developing literacy skills, their interaction with domain-specific skills in facilitating reading among different learner groups remains understudied. This study examines the relationship between EF, orthographic awareness, morphological awareness, and Chinese word recognition in 204 Chinese as a second language (CSL) students and 419 native Chinese primary students. Our findings reveal that EF indirectly influences word recognition through orthographic awareness, but not through morphological awareness. The result of group comparison indicates that direct and indirect effects of EF on word recognition are evident in both native and CSL groups. Nevertheless, EF plays a more prominent role in CSL learners. These results contribute to our understanding of cognitive skills in reading and offer significant implications for instructional practices.

Indexed as

Executive FunctionMultilingualismReadingChinaFemaleHumansLanguageLearningMaleRecognition, PsychologyChinese as a second languageExecutive functionsMediating effectsMorphological awarenessOrthographic awarenessWord recognition

Identifiers

PMID39792223
PMCPMC11723899

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.