Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia
The present study investigated the executive functioning of working memory, inhibition, shifting, and planning in Chinese adolescent readers with dyslexia and how they related to Chinese (L1) and English (L2) reading comprehension. Fifty-seven Hong Kong Chinese students at Grade 7 were compared with...
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| Veröffentlicht in: | Reading & writing 2020-09, Vol.33 (7), p.1721-1743 |
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| creator | Chung, Kevin Kien Hoa Lam, Chun Bun Leung, Chloe Oi Ying |
| description | The present study investigated the executive functioning of working memory, inhibition, shifting, and planning in Chinese adolescent readers with dyslexia and how they related to Chinese (L1) and English (L2) reading comprehension. Fifty-seven Hong Kong Chinese students at Grade 7 were compared with 57 typically developing readers of chronological-age-matched controls on their performance on working memory, inhibition, shifting, planning, vocabulary knowledge, rapid naming, and reading comprehension in Chinese and English. Results from the multivariate analysis of variance showed that readers with dyslexia performed worse than the typical readers in executive functioning, vocabulary knowledge, rapid naming, and reading comprehension. Hierarchical regressions indicated that working memory, inhibition, and vocabulary knowledge were significant predictors of reading comprehension in L1 after controlling for age, IQ, and group membership. Furthermore, working memory, inhibition, shifting, vocabulary knowledge, and rapid naming contributed uniquely to reading comprehension in L2. Taken together, these findings suggest executive functioning difficulties in Chinese readers with dyslexia and highlight the differential contributions of executive functioning to Chinese and English reading comprehension; working memory and inhibition appear to play an important role in reading comprehension across different languages. |
| doi_str_mv | 10.1007/s11145-020-10049-x |
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Fifty-seven Hong Kong Chinese students at Grade 7 were compared with 57 typically developing readers of chronological-age-matched controls on their performance on working memory, inhibition, shifting, planning, vocabulary knowledge, rapid naming, and reading comprehension in Chinese and English. Results from the multivariate analysis of variance showed that readers with dyslexia performed worse than the typical readers in executive functioning, vocabulary knowledge, rapid naming, and reading comprehension. Hierarchical regressions indicated that working memory, inhibition, and vocabulary knowledge were significant predictors of reading comprehension in L1 after controlling for age, IQ, and group membership. Furthermore, working memory, inhibition, shifting, vocabulary knowledge, and rapid naming contributed uniquely to reading comprehension in L2. Taken together, these findings suggest executive functioning difficulties in Chinese readers with dyslexia and highlight the differential contributions of executive functioning to Chinese and English reading comprehension; working memory and inhibition appear to play an important role in reading comprehension across different languages.</description><identifier>ISSN: 0922-4777</identifier><identifier>EISSN: 1573-0905</identifier><identifier>DOI: 10.1007/s11145-020-10049-x</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Adolescents ; Chinese ; Chinese languages ; Dyslexia ; Education ; English ; English language ; Executive Function ; Foreign Countries ; Grade 7 ; Inhibition ; Language and Literature ; Linguistics ; Literacy ; Middle School Students ; Naming ; Neurology ; Predictor Variables ; Psycholinguistics ; Reading Comprehension ; Reading processes ; Short Term Memory ; Social Sciences ; Vocabulary ; Vocabulary Development</subject><ispartof>Reading & writing, 2020-09, Vol.33 (7), p.1721-1743</ispartof><rights>Springer Nature B.V. 2020</rights><rights>Springer Nature B.V. 2020.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c341t-c1e00398a57ccdc69ece8569c10cb259d47375a16f4fc00ba09d2323e6136d043</citedby><cites>FETCH-LOGICAL-c341t-c1e00398a57ccdc69ece8569c10cb259d47375a16f4fc00ba09d2323e6136d043</cites><orcidid>0000-0002-8105-7361</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11145-020-10049-x$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11145-020-10049-x$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,41488,42557,51319</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1263192$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Chung, Kevin Kien Hoa</creatorcontrib><creatorcontrib>Lam, Chun Bun</creatorcontrib><creatorcontrib>Leung, Chloe Oi Ying</creatorcontrib><title>Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia</title><title>Reading & writing</title><addtitle>Read Writ</addtitle><description>The present study investigated the executive functioning of working memory, inhibition, shifting, and planning in Chinese adolescent readers with dyslexia and how they related to Chinese (L1) and English (L2) reading comprehension. Fifty-seven Hong Kong Chinese students at Grade 7 were compared with 57 typically developing readers of chronological-age-matched controls on their performance on working memory, inhibition, shifting, planning, vocabulary knowledge, rapid naming, and reading comprehension in Chinese and English. Results from the multivariate analysis of variance showed that readers with dyslexia performed worse than the typical readers in executive functioning, vocabulary knowledge, rapid naming, and reading comprehension. Hierarchical regressions indicated that working memory, inhibition, and vocabulary knowledge were significant predictors of reading comprehension in L1 after controlling for age, IQ, and group membership. Furthermore, working memory, inhibition, shifting, vocabulary knowledge, and rapid naming contributed uniquely to reading comprehension in L2. Taken together, these findings suggest executive functioning difficulties in Chinese readers with dyslexia and highlight the differential contributions of executive functioning to Chinese and English reading comprehension; working memory and inhibition appear to play an important role in reading comprehension across different languages.</description><subject>Adolescents</subject><subject>Chinese</subject><subject>Chinese languages</subject><subject>Dyslexia</subject><subject>Education</subject><subject>English</subject><subject>English language</subject><subject>Executive Function</subject><subject>Foreign Countries</subject><subject>Grade 7</subject><subject>Inhibition</subject><subject>Language and Literature</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Middle School Students</subject><subject>Naming</subject><subject>Neurology</subject><subject>Predictor Variables</subject><subject>Psycholinguistics</subject><subject>Reading Comprehension</subject><subject>Reading processes</subject><subject>Short Term Memory</subject><subject>Social Sciences</subject><subject>Vocabulary</subject><subject>Vocabulary Development</subject><issn>0922-4777</issn><issn>1573-0905</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kM1Lw0AQxRdRsFb_AUFY8Byd_UjSPUqpXwhe9Lykm0mzJd2tu6m2J_91k0bszdMw837vDTxCLhncMID8NjLGZJoAh6TbpUq2R2TE0lwkoCA9JiNQnCcyz_NTchbjEgD4RIoR-Z561wY737TWu0h9RXGLpts-kVYbZ_qzdQvaejqtrcOItHAlnblFY2NNAxZlLxu_Wges0cWOp9Yd4NI3GA26ds9iiPTLtjUtd7HBrS3OyUlVNBEvfueYvN_P3qaPycvrw9P07iUxQrI2MQwBhJoUaW5MaTKFBidppgwDM-epKmUu8rRgWSUrAzAvQJVccIEZE1kJUozJ9ZC7Dv5jg7HVS78JrnupueTZRHIJvKP4QJngYwxY6XWwqyLsNAPdF62HonVXtN4Xrbed6WowYbDmzzB7ZjwTTPWhYtBjp7kFhsPrf1J_AAypjRg</recordid><startdate>20200901</startdate><enddate>20200901</enddate><creator>Chung, Kevin Kien Hoa</creator><creator>Lam, Chun Bun</creator><creator>Leung, Chloe Oi Ying</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0002-8105-7361</orcidid></search><sort><creationdate>20200901</creationdate><title>Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia</title><author>Chung, Kevin Kien Hoa ; Lam, Chun Bun ; Leung, Chloe Oi Ying</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c341t-c1e00398a57ccdc69ece8569c10cb259d47375a16f4fc00ba09d2323e6136d043</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Adolescents</topic><topic>Chinese</topic><topic>Chinese languages</topic><topic>Dyslexia</topic><topic>Education</topic><topic>English</topic><topic>English language</topic><topic>Executive Function</topic><topic>Foreign Countries</topic><topic>Grade 7</topic><topic>Inhibition</topic><topic>Language and Literature</topic><topic>Linguistics</topic><topic>Literacy</topic><topic>Middle School Students</topic><topic>Naming</topic><topic>Neurology</topic><topic>Predictor Variables</topic><topic>Psycholinguistics</topic><topic>Reading Comprehension</topic><topic>Reading processes</topic><topic>Short Term Memory</topic><topic>Social Sciences</topic><topic>Vocabulary</topic><topic>Vocabulary Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Chung, Kevin Kien Hoa</creatorcontrib><creatorcontrib>Lam, Chun Bun</creatorcontrib><creatorcontrib>Leung, Chloe Oi Ying</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection (Proquest) (PQ_SDU_P3)</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Reading & writing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Chung, Kevin Kien Hoa</au><au>Lam, Chun Bun</au><au>Leung, Chloe Oi Ying</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1263192</ericid><atitle>Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia</atitle><jtitle>Reading & writing</jtitle><stitle>Read Writ</stitle><date>2020-09-01</date><risdate>2020</risdate><volume>33</volume><issue>7</issue><spage>1721</spage><epage>1743</epage><pages>1721-1743</pages><issn>0922-4777</issn><eissn>1573-0905</eissn><abstract>The present study investigated the executive functioning of working memory, inhibition, shifting, and planning in Chinese adolescent readers with dyslexia and how they related to Chinese (L1) and English (L2) reading comprehension. Fifty-seven Hong Kong Chinese students at Grade 7 were compared with 57 typically developing readers of chronological-age-matched controls on their performance on working memory, inhibition, shifting, planning, vocabulary knowledge, rapid naming, and reading comprehension in Chinese and English. Results from the multivariate analysis of variance showed that readers with dyslexia performed worse than the typical readers in executive functioning, vocabulary knowledge, rapid naming, and reading comprehension. Hierarchical regressions indicated that working memory, inhibition, and vocabulary knowledge were significant predictors of reading comprehension in L1 after controlling for age, IQ, and group membership. Furthermore, working memory, inhibition, shifting, vocabulary knowledge, and rapid naming contributed uniquely to reading comprehension in L2. 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| subjects | Adolescents Chinese Chinese languages Dyslexia Education English English language Executive Function Foreign Countries Grade 7 Inhibition Language and Literature Linguistics Literacy Middle School Students Naming Neurology Predictor Variables Psycholinguistics Reading Comprehension Reading processes Short Term Memory Social Sciences Vocabulary Vocabulary Development |
| title | Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia |
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