The role of executive functions for reading and writing in 2nd grade children
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1
University of Bern, Institute of Psychology, Switzerland
Executive Functions (EFs) allow self-regulated and goal-directed behaviour. These lower-level cognitive abilities are hypothesized to underlie a range of higher-order abilities, among others, academic skills. Indeed, concurrent associations between EFs and academic achievement are significant, though usually moderate. Furthermore, EFs have been shown to predict both school readiness and later school achievement. Different academic skills (e.g., mathematics, reading, and writing) appear to involve different combinations of EF components, but knowledge about the specific contributions of EF aspects on academic domains is still very limited. Although for reading and writing, there are differences in EFs between children with and without specific deficits (e.g., dyslexia or dysgraphia), little is known about the relationship of EFs in typical reading development and early writing. The present study addressed the questions whether and to what extent inter-individual differences in three frequently studied aspects of EFs (i.e., inhibition, updating, and control of attention) are associated with reading and writing skills in normally developing 2nd grade children. EFs were assessed using the backwards colour span, fruit-stroop and cognitive flexibility task - with each of these neuropsychological tasks measuring one of the different aspects of EFs. Reading and writing skills were assessed with standardized school achievement tests in German. Additionally, speed of processing and school related dimensions of children’s self concept were assessed as control variables and to explain further variance associated with motivation, respectively. A total of N = 54 8-year-old children were included in the study. Results show that inhibition plays a central role in reading and writing skills where as control of attention is crucial for reading skills. No associations were found with updating. Results will be discussed with regard to theoretical implications and in the context of the early acquisition process of reading and writing.
Conference:
EARLI SIG22 - Neuroscience and Education, Zurich, Switzerland, 3 Jun - 5 Jun, 2010.
Presentation Type:
Poster Presentation
Topic:
Language and reading
Citation:
Neuenschwander
R,
Cimeli
P,
Röthlisberger
M and
Roebers
CM
(2010). The role of executive functions for reading and writing in 2nd grade children.
Front. Neurosci.
Conference Abstract:
EARLI SIG22 - Neuroscience and Education.
doi: 10.3389/conf.fnins.2010.11.00024
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Received:
31 May 2010;
Published Online:
31 May 2010.
*
Correspondence:
Regula Neuenschwander, University of Bern, Institute of Psychology, Bern, Switzerland, regula.neuenschwander@psy.unibe.ch