The Role of Executive Functions in Reading Development: A Longitudinal Multilevel Modeling Approach (Stage 1, 2:53 PM)

• In Event: e-Lightning Ed-Talk Session 18 - Stage 1

Abstract

This longitudinal study examined whether executive functions (i.e., cognitive flexibility, working memory, and inhibitory control) predict reading skills in elementary students, controlling for demographic factors (i.e., Socioeconomic status, home language, gender, and ethnicity). Using nationally representative data from Grades 2 through 5 (n = 2,648), results demonstrated that all executive functions in Grade 2 significantly predicted Grade 5 reading outcomes. Cognitive flexibility emerged as the strongest predictor (b = 2.09, p < .001), while working memory was also significantly associated with Grade 5 reading growth (b = -0.01, p < .001). These findings highlight the long-term impact of early executive function skills on reading achievement. Future research should explore how specific EF components contribute to distinct reading subskills.

Authors

• Jieun Park, Middle Tennessee State University

• Amy Elleman, Middle Tennessee State University

• Yucheng Cao, Middle Tennessee State University