The Contribution of Executive Functioning to Reading Comprehension for Bilingual Learners in Fourth Grade

• In Event: Cognition and Motivation in Reading Instruction and Achievement

Abstract

The present study explores the relationship between latent executive function (EF) and latent reading comprehension (RC) for bilingual students in upper elementary school. EF measures of shifting, working memory, and inhibition were administered alongside measures of RC, decoding and academic language to bilingual students in fourth grade. This study is important because very few studies have used latent constructs of EF and RC while controlling for decoding and academic language within a structural equation model to test the direct and mediation effects of EF on RC via academic language and decoding. Further, this study extends the sample of previous research to include bilingual students. The study found a mediating contribution of EF to RC through decoding and academic language.

Authors

• Anna Meyer, University of Maryland - College Park

• Rebecca Silverman, Stanford University

• Jeff R. Harring, University of Maryland - College Park

• Ana Taboada Barber, University of Maryland