Executive functions for reading and writing in typical literacy development and dyslexia
Executive functions for reading and writing in typical literacy development and dyslexia
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DOI：
10.1080/13803390701562818
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发表时间：
2008-01-01
影响因子：
2.2
通讯作者：
Berninger, Virginia W.
中科院分区：
文献类型：
--
作者：
Altemeier, Leah E.;Abbott, Robert D.;Berninger, Virginia W.
实验一：对典型读者和作家的三种执行功能（抑制;快速自动转换，RAS;以及组合抑制/转换）的增长轨迹进行分层线性建模，显示抑制作用稳步改善，但四年级左右的RAS和抑制/转换水平趋于平稳。在多元回归中，RAS，进入抑制后，在每个年级的识字成果作出了独特的贡献。在前四个年级的执行功能的改善预测在四年级的识字成果。实验二：对于有阅读障碍的儿童，执行功能解释识字结果的差异较小，男孩在抑制和抑制/转换方面更差。发展，教育和临床意义的研究结果进行了讨论。
Experiment 1: Hierarchical linear modeling of growth trajectories of three executive functions (inhibition; rapid automatic switching, RAS; and combined inhibition/switching) in typical readers and writers showed steady improvement of inhibition but leveling of RAS and inhibition/switching about fourth grade. In multiple regressions, RAS, entered after inhibition, contributed uniquely to literacy outcomes at every grade. Improvement of executive functions over the first four grades predicted literacy outcomes at fourth grade. Experiment 2: For children with dyslexia, executive functions explained less variance in literacy outcomes, and boys were worse in inhibition and inhibition/switching. Developmental, educational, and clinical significance of findings are discussed.