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- Publisher Website: 10.1007/s11145-020-10049-x
- Scopus: eid_2-s2.0-85084049494
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Article: Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia
Title | Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia |
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Authors | |
Keywords | Dyslexia Executive functioning Chinese English Reading comprehension |
Issue Date | 2020 |
Publisher | Springer Netherlands. The Journal's web site is located at http://link.springer.com/journal/11145 |
Citation | Reading and Writing, 2020, v. 33, p. 1721-1743 How to Cite? |
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. 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. |
Persistent Identifier | http://hdl.handle.net/10722/293239 |
ISSN | 2023 Impact Factor: 2.0 2023 SCImago Journal Rankings: 1.138 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | CHUNG, KKH | - |
dc.contributor.author | LAM, CB | - |
dc.contributor.author | LEUNG, COY | - |
dc.date.accessioned | 2020-11-23T08:13:51Z | - |
dc.date.available | 2020-11-23T08:13:51Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Reading and Writing, 2020, v. 33, p. 1721-1743 | - |
dc.identifier.issn | 0922-4777 | - |
dc.identifier.uri | http://hdl.handle.net/10722/293239 | - |
dc.description.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. 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. | - |
dc.language | eng | - |
dc.publisher | Springer Netherlands. The Journal's web site is located at http://link.springer.com/journal/11145 | - |
dc.relation.ispartof | Reading and Writing | - |
dc.rights | Accepted Manuscript (AAM) This is a post-peer-review, pre-copyedit version of an article published in [insert journal title]. The final authenticated version is available online at: https://doi.org/[insert DOI] | - |
dc.subject | Dyslexia | - |
dc.subject | Executive functioning | - |
dc.subject | Chinese | - |
dc.subject | English | - |
dc.subject | Reading comprehension | - |
dc.title | Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s11145-020-10049-x | - |
dc.identifier.scopus | eid_2-s2.0-85084049494 | - |
dc.identifier.hkuros | 319514 | - |
dc.identifier.volume | 33 | - |
dc.identifier.spage | 1721 | - |
dc.identifier.epage | 1743 | - |
dc.identifier.isi | WOS:000527477300001 | - |
dc.publisher.place | Netherlands | - |