The relationship between executive functions and reading comprehension in children
Session
Education and Development
Description
Reading comprehension (RC) is a complex, dynamic process by which readers interact with text to construct meaning. It relies on lower level skills such as word decoding, fluency reading and vocabulary skills and also on higher level-skills such as inference making, literal comprehension and comprehension control. Many research studies have found relationship between reading comprehension and executive functions (Sesma, Mahone. Levine, Eason & Cutting, 2009, Cain & Oakhill, 2007, etc). Executive functions (EF) are a highly complex, interdependent group of abilities that are involved in governing an individual’s goal-directed behavior (Carroll et al, 2007). The main goal of this thesis was to examine the relationship between these higher level comprehension skills and domain general cognitive skills in young children. Findings from two studies of the thesis will be discussed in this paper.
Keywords:
mental model, higher-level comprehension skills, lower-level comprehension skills, executive functions, working memory
Session Chair
Fatbardha Qehaja
Session Co-Chair
Trendeline Haliti
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-437-69-1
Location
Pristina, Kosovo
Start Date
27-10-2018 10:45 AM
End Date
27-10-2018 12:15 PM
DOI
10.33107/ubt-ic.2018.141
Recommended Citation
Qehaja, Fatbardha, "The relationship between executive functions and reading comprehension in children" (2018). UBT International Conference. 141.
https://knowledgecenter.ubt-uni.net/conference/2018/all-events/141
The relationship between executive functions and reading comprehension in children
Pristina, Kosovo
Reading comprehension (RC) is a complex, dynamic process by which readers interact with text to construct meaning. It relies on lower level skills such as word decoding, fluency reading and vocabulary skills and also on higher level-skills such as inference making, literal comprehension and comprehension control. Many research studies have found relationship between reading comprehension and executive functions (Sesma, Mahone. Levine, Eason & Cutting, 2009, Cain & Oakhill, 2007, etc). Executive functions (EF) are a highly complex, interdependent group of abilities that are involved in governing an individual’s goal-directed behavior (Carroll et al, 2007). The main goal of this thesis was to examine the relationship between these higher level comprehension skills and domain general cognitive skills in young children. Findings from two studies of the thesis will be discussed in this paper.