The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments
Bibliographic Data
| ID | 5263024 |
|---|---|
| Authors | Diana Messer (0000-0001-9332-1265, Centre for Education and Educational Research The Open University Milton Keynes UK, corresponding author), Lucy A Henry (0000-0001-5422-4358, City University London UK), Gilly Nash (City University London UK) |
| Year | 2016 |
| Volume | 86 |
| Issue | 3 |
| Pages | 412-428 |
| Publication date | 2016-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12115 |
| PMID | 27106632 |
| OpenAlex | W2337188890 |
| Language | EN |
| Citations received | 2 |
| References cited | 58 |
BackgroundFew investigations have examined the relationship between a comprehensive range of executive functioning (EF) abilities and reading.AimsOur investigation identified components of EF that independently predicted single word reading, and determined whether their predictive role remained when additional variables were included in the regression analyses. This provided information about the EF processes that are related to reading, and the unity and diversity of EF.SampleThis study consisted of 160 children: 88 were typically developing with no language difficulties; 72 had language impairments.MethodThe assessments involved decoding, 10 measures of EF, reaction time, naming speed, non-verbal and verbal age-equivalent scores.Results and conclusionsIn the first regression analysis, which only concerned the EF variables, the following verbal forms of EF had significant relationships with decoding: working memory, fluency, planning, and inhibition. Further regression analyses included additional predictor variables: reaction time, naming speed, and age-equivalent scores. These analyses indicated that most of the EF variables continued to predict decoding even when entered with competitor variables. Furthermore, after the entry of EF variables, there were no group differences in decoding (typical vs. language difficulties). We discuss the contribution of EF and other variables to reading abilities
Audiology · Cognition · Cognitive psychology · Developmental psychology · Executive functions · Fluency · Linguistics · Neuropsychology · Reading (process) · Regression · Regression analysis · Statistics · Verbal fluency test · Working memory · Language Development and Disorders · Mathematics · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
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| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |