Effects of Executive Function on Word Reading Among Learners With Chinese as a Second Language (Poster 8)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session One

Abstract

The association between executive function (EF) skills and Chinese word reading, and the moderating effect of grade were investigated among 200 primary students with Chinese as a second language (CSL). EF explained 7% of the variance in word reading, with inhibition and attention shifting as unique predictors. Similar results were found when separately examining the role of EF in single-character reading and two-character word reading. No significant moderating effect of grade was found in the present study. Findings highlighted the importance of EF skills, especially inhibition and attention shifting, to word reading among CSL learners. The non-significant moderating effect of grade demonstrates the sustained and stable demand of EF during word reading even among middle and higher grade CSL learners.

Authors

• Mingjia Cai, The Education University of Hong Kong
  Presenting Author

• Xian Liao, The Education University of Hong Kong
  Non-Presenting Author