Predicting Word Reading and Comprehension With Executive Function and Speed Measures Across Development: A Latent Variable Analysis
Predicting Word Reading and Comprehension With Executive Function and Speed Measures Across Development: A Latent Variable Analysis
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DOI：
10.1037/a0027375
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发表时间：
2012-08-01
影响因子：
4.1
通讯作者：
Olson, Richard K.
中科院分区：
文献类型：
--
作者：
Christopher, Micaela E.;Miyake, Akira;Olson, Richard K.
本研究探讨了不同的执行控制和速度措施（工作记忆，抑制，加工速度和命名速度）是否独立预测单词阅读和阅读理解的个体差异。虽然先前的研究表明这些认知结构对阅读很重要，但作者同时分析了这些结构，以测试每一个结构是否是一个独特的预测因子。来自483名参与者（年龄8-16岁）的潜在变量被用来将每个认知和阅读结构分成其独特和共享的方差。在这些模型中，有两个具体的问题得到解决：（a）鉴于从“学习阅读”到“阅读学习”的理论转变可能跨越了广泛的年龄范围，作者首先测试了单词阅读和阅读理解之间的关系在两个年龄组中是否稳定（8-10岁和11-16岁）;和（B）兴趣的主要理论问题：对于单词阅读和阅读理解，什么是共享的，什么是可分离的，是否与工作记忆，抑制，以及处理和命名速度的度量。结果表明，（a）单词阅读和阅读理解之间的关系在很大程度上是不变的年龄组，和（B）工作记忆和一般处理速度，但不是抑制或非字母数字刺激的快速命名，是唯一的预测两个单词阅读和理解，与工作记忆同样重要的阅读能力和处理速度更重要的单词阅读。这些结果对于理解为什么阅读理解和单词阅读是高度相关但又可分离的具有启示意义。
The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the constructs simultaneously to test whether each is a unique predictor. Latent variables from 483 participants (ages 8-16 years) were used to portion each cognitive and reading construct into its unique and shared variance. In these models 2 specific issues are addressed: (a) Given that the wide age range may span the theoretical transition from "learning to read" to "reading to learn," the authors first test whether the relation between word reading and reading comprehension is stable across 2 age groups (ages 8-10 and 11-16); and (b) the main theoretical question of interest: whether what is shared and what is separable for word reading and reading comprehension are associated with individual differences in working memory, inhibition, and measures of processing and naming speed. The results indicated that (a) the relation between word reading and reading comprehension is largely invariant across the age groups, and (b) working memory and general processing speed, but not inhibition or the speeded naming of nonalphanumeric stimuli, are unique predictors of both word reading and comprehension, with working memory equally important for both reading abilities and processing speed more important for word reading. These results have implications for understanding why reading comprehension and word reading are highly correlated yet separable.