TY - JOUR
T1 - Executive functions and English reading comprehension growth in Spanish-English bilingual adolescents
AU - Kieffer, Michael J.
AU - Mancilla-Martinez, Jeannette
AU - Logan, J. Kenneth
N1 - Funding Information:
This work was supported by a National Academy of Education/Spencer Foundation Postdoctoral Fellowship and a New York University Research Challenge Grant awarded to Michael J. Kieffer. The authors would like to thank Daniel J. Berry for his substantial contributions to the design of this research, including essential theoretical and methodological guidance. They also thank Kristin Black for key assistance in developing the computerized assessments. Any errors are our own.
Publisher Copyright:
© 2021 Elsevier Inc.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021/3/1
Y1 - 2021/3/1
N2 - This longitudinal study investigated whether and, if so, how executive functions predict English reading comprehension development among Spanish-English bilingual adolescents. Students (N = 116) were followed from Grade 6 (age 11) through Grade 8 (age 13) and their cognitive (i.e., working memory, inhibitory control, attention shifting), linguistic, and reading skills were assessed annually. Growth modeling indicated that a Grade 6 measure that tapped both attention shifting and inhibitory control moderately predicted reading comprehension growth, controlling for other executive functions and processing speed. This relation was not significant when controlling for word reading and language comprehension, suggesting overlap in the contributions of these skills. Concurrent mediation analyses suggested multiple mechanisms for the contributions of individual executive functions to reading comprehension. Results provide cautious support for the importance of executive functions to reading comprehension development for bilingual adolescents and suggest multiple pathways by which they contribute via established componential skills.
AB - This longitudinal study investigated whether and, if so, how executive functions predict English reading comprehension development among Spanish-English bilingual adolescents. Students (N = 116) were followed from Grade 6 (age 11) through Grade 8 (age 13) and their cognitive (i.e., working memory, inhibitory control, attention shifting), linguistic, and reading skills were assessed annually. Growth modeling indicated that a Grade 6 measure that tapped both attention shifting and inhibitory control moderately predicted reading comprehension growth, controlling for other executive functions and processing speed. This relation was not significant when controlling for word reading and language comprehension, suggesting overlap in the contributions of these skills. Concurrent mediation analyses suggested multiple mechanisms for the contributions of individual executive functions to reading comprehension. Results provide cautious support for the importance of executive functions to reading comprehension development for bilingual adolescents and suggest multiple pathways by which they contribute via established componential skills.
KW - Bilingual learners
KW - Executive functions
KW - Reading comprehension
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U2 - 10.1016/j.appdev.2021.101238
DO - 10.1016/j.appdev.2021.101238
M3 - Article
AN - SCOPUS:85099620209
SN - 0193-3973
VL - 73
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
M1 - 101238
ER -