Journal
CHILD NEUROPSYCHOLOGY
Volume 15, Issue 3, Pages 232-246Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09297040802220029
Keywords
Reading comprehension; Reading disability; Executive functions; Attention deficit; hyperactivity disorder
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Funding
- National Institute of Child Health and Human Development [HD-44073]
- Mental Retardation and Developmental Disabilities Research Center [HD-24061]
- Johns Hopkins General Clinical Research Center [M01 RR-00052]
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT [P30HD024061, R01HD044073] Funding Source: NIH RePORTER
- NATIONAL CENTER FOR RESEARCH RESOURCES [M01RR000052] Funding Source: NIH RePORTER
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Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9-15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD.
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