Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation
Previous meta-analyses highlight the role of executive functions (EF), encompassing working memory updating, task-switching, and inhibitory control, in reading comprehension, but have not established their role in decoding. Decoding is defined as the use of orthographic patterns to access oral pronu...
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| Veröffentlicht in: | Educational psychology review 2020-09, Vol.32 (3), p.735-763 |
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| description | Previous meta-analyses highlight the role of executive functions (EF), encompassing working memory updating, task-switching, and inhibitory control, in reading comprehension, but have not established their role in decoding. Decoding is defined as the use of orthographic patterns to access oral pronunciations. According to the dual route model, decoding involves parallel activation of lexical and phonological routes, which places cognitive demands on EF. We used multivariate meta-analyses to examine associations between decoding, assessed via nonword and word reading tasks, and EF across 65 studies involving children and adolescents (162 effect size estimates, 22,806 observations from 10,173 participants, weighted mean age = 8.8 years). Meta-regression analyses examined a broad set of potential moderators of correlational effect size estimates, including variables related to sample characteristics, task features, and study design. Results indicated significant small-to-moderate correlations between EF constructs and decoding tasks (
r
z
ranged from .28 to .34), with little evidence of moderation. The observed associations between EF and decoding skills in children and adolescents appear to be relatively consistent, even when accounting for moderators related to the sample, task, and study design. |
| doi_str_mv | 10.1007/s10648-020-09526-0 |
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r
z
ranged from .28 to .34), with little evidence of moderation. The observed associations between EF and decoding skills in children and adolescents appear to be relatively consistent, even when accounting for moderators related to the sample, task, and study design.</description><identifier>ISSN: 1040-726X</identifier><identifier>EISSN: 1573-336X</identifier><identifier>DOI: 10.1007/s10648-020-09526-0</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Adolescents ; Child and School Psychology ; Children ; Children's furniture ; Correlation ; Decoding ; Decoding (Reading) ; Difficulty Level ; Education ; Educational Psychology ; Effect Size ; Executive Function ; Investigations ; Learning and Instruction ; Memory ; Meta Analysis ; Orthography ; Phonological processing ; Reading comprehension ; Short term memory ; Teenagers</subject><ispartof>Educational psychology review, 2020-09, Vol.32 (3), p.735-763</ispartof><rights>Springer Science+Business Media, LLC, part of Springer Nature 2020</rights><rights>COPYRIGHT 2020 Springer</rights><rights>Springer Science+Business Media, LLC, part of Springer Nature 2020.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c380t-a9b6fb3f01d32b561b6d160f99a38e6d9d0914a58da8a3262ac4b4746a889fde3</citedby><cites>FETCH-LOGICAL-c380t-a9b6fb3f01d32b561b6d160f99a38e6d9d0914a58da8a3262ac4b4746a889fde3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10648-020-09526-0$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10648-020-09526-0$$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=EJ1263253$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Ober, Teresa M.</creatorcontrib><creatorcontrib>Brooks, Patricia J.</creatorcontrib><creatorcontrib>Homer, Bruce D.</creatorcontrib><creatorcontrib>Rindskopf, David</creatorcontrib><title>Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation</title><title>Educational psychology review</title><addtitle>Educ Psychol Rev</addtitle><description>Previous meta-analyses highlight the role of executive functions (EF), encompassing working memory updating, task-switching, and inhibitory control, in reading comprehension, but have not established their role in decoding. Decoding is defined as the use of orthographic patterns to access oral pronunciations. According to the dual route model, decoding involves parallel activation of lexical and phonological routes, which places cognitive demands on EF. We used multivariate meta-analyses to examine associations between decoding, assessed via nonword and word reading tasks, and EF across 65 studies involving children and adolescents (162 effect size estimates, 22,806 observations from 10,173 participants, weighted mean age = 8.8 years). Meta-regression analyses examined a broad set of potential moderators of correlational effect size estimates, including variables related to sample characteristics, task features, and study design. Results indicated significant small-to-moderate correlations between EF constructs and decoding tasks (
r
z
ranged from .28 to .34), with little evidence of moderation. The observed associations between EF and decoding skills in children and adolescents appear to be relatively consistent, even when accounting for moderators related to the sample, task, and study design.</description><subject>Adolescents</subject><subject>Child and School Psychology</subject><subject>Children</subject><subject>Children's furniture</subject><subject>Correlation</subject><subject>Decoding</subject><subject>Decoding (Reading)</subject><subject>Difficulty Level</subject><subject>Education</subject><subject>Educational Psychology</subject><subject>Effect Size</subject><subject>Executive Function</subject><subject>Investigations</subject><subject>Learning and Instruction</subject><subject>Memory</subject><subject>Meta Analysis</subject><subject>Orthography</subject><subject>Phonological processing</subject><subject>Reading comprehension</subject><subject>Short term memory</subject><subject>Teenagers</subject><issn>1040-726X</issn><issn>1573-336X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9UMFq3DAQNaWBpkl_IFAw9KxkJNmy1duy3W0TEnJJIZCDGEvjrYIjp5I3ZP8-2riktzCHGebNe294RXHC4ZQDNGeJg6paBgIY6FooBh-KQ143kkmpbj_mGSpgjVC3n4rPKd0DgG4qeVjcrZ7Jbif_ROV6G-zkx5BKDK78QXZ0PmxKH8rlHz-4SOEVWLhxoGQpTOl7ieUVTcgw4LCbvC3PwxOlyW9wL3RcHPQ4JPryrx8Vv9erm-Uvdnn983y5uGRWtjAx1J3qO9kDd1J0teKdclxBrzXKlpTTDjSvsG4dtiiFEmirrmoqhW2re0fyqPg26z7G8e82-5v7cRvzS8mISmgtpBCQr07nqw0OZHzoxymizeXowdsxUO_zftFw2Qihoc0EMRNsHFOK1JvH6B8w7gwHs0_dzKmbnLp5Td3sXb7OJIrevhFWF1woKWqZcTnjKWNhQ_H_r--ovgDEpY4w</recordid><startdate>20200901</startdate><enddate>20200901</enddate><creator>Ober, Teresa M.</creator><creator>Brooks, Patricia J.</creator><creator>Homer, Bruce D.</creator><creator>Rindskopf, David</creator><general>Springer US</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>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20200901</creationdate><title>Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation</title><author>Ober, Teresa M. ; Brooks, Patricia J. ; Homer, Bruce D. ; Rindskopf, David</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c380t-a9b6fb3f01d32b561b6d160f99a38e6d9d0914a58da8a3262ac4b4746a889fde3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Adolescents</topic><topic>Child and School Psychology</topic><topic>Children</topic><topic>Children's furniture</topic><topic>Correlation</topic><topic>Decoding</topic><topic>Decoding (Reading)</topic><topic>Difficulty Level</topic><topic>Education</topic><topic>Educational Psychology</topic><topic>Effect Size</topic><topic>Executive Function</topic><topic>Investigations</topic><topic>Learning and Instruction</topic><topic>Memory</topic><topic>Meta Analysis</topic><topic>Orthography</topic><topic>Phonological processing</topic><topic>Reading comprehension</topic><topic>Short term memory</topic><topic>Teenagers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ober, Teresa M.</creatorcontrib><creatorcontrib>Brooks, Patricia J.</creatorcontrib><creatorcontrib>Homer, Bruce D.</creatorcontrib><creatorcontrib>Rindskopf, David</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</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>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</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</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>Psychology Database</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 One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Educational psychology review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ober, Teresa M.</au><au>Brooks, Patricia J.</au><au>Homer, Bruce D.</au><au>Rindskopf, David</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1263253</ericid><atitle>Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation</atitle><jtitle>Educational psychology review</jtitle><stitle>Educ Psychol Rev</stitle><date>2020-09-01</date><risdate>2020</risdate><volume>32</volume><issue>3</issue><spage>735</spage><epage>763</epage><pages>735-763</pages><issn>1040-726X</issn><eissn>1573-336X</eissn><abstract>Previous meta-analyses highlight the role of executive functions (EF), encompassing working memory updating, task-switching, and inhibitory control, in reading comprehension, but have not established their role in decoding. Decoding is defined as the use of orthographic patterns to access oral pronunciations. According to the dual route model, decoding involves parallel activation of lexical and phonological routes, which places cognitive demands on EF. We used multivariate meta-analyses to examine associations between decoding, assessed via nonword and word reading tasks, and EF across 65 studies involving children and adolescents (162 effect size estimates, 22,806 observations from 10,173 participants, weighted mean age = 8.8 years). Meta-regression analyses examined a broad set of potential moderators of correlational effect size estimates, including variables related to sample characteristics, task features, and study design. Results indicated significant small-to-moderate correlations between EF constructs and decoding tasks (
r
z
ranged from .28 to .34), with little evidence of moderation. The observed associations between EF and decoding skills in children and adolescents appear to be relatively consistent, even when accounting for moderators related to the sample, task, and study design.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s10648-020-09526-0</doi><tpages>29</tpages></addata></record> |
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| subjects | Adolescents Child and School Psychology Children Children's furniture Correlation Decoding Decoding (Reading) Difficulty Level Education Educational Psychology Effect Size Executive Function Investigations Learning and Instruction Memory Meta Analysis Orthography Phonological processing Reading comprehension Short term memory Teenagers |
| title | Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation |
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