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Article: The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension

TitleThe unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension
Authors
KeywordsChinese
comprehension
executive function
reading
Issue Date2018
PublisherWiley for British Psychological Society. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279
Citation
British Journal of Educational Psychology, 2018, v. 88 n. 4, p. 628-644 How to Cite?
AbstractBackground: Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills. Aim: This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non‐alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension. Sample(s): A group of 170 K3 kindergarteners was recruited in Hong Kong. Methods: Children's word reading was assessed. Their linguistic comprehension was assessed with phonological awareness, verbal short‐term memory, and vocabulary knowledge. Using a structured observation task, Head‐Toes‐Knees‐Shoulders (HTKS), we measured their composite scores for EF skills. Results: Head‐Toes‐Knees‐Shoulders performance predicted unique variance in children's Chinese reading comprehension concurrently beyond word reading and a set of linguistic comprehension skills. Conclusions: The results highlight the important role of EF skills in beginning readers’ reading comprehension.
Persistent Identifierhttp://hdl.handle.net/10722/273810
ISSN
2017 Impact Factor: 2.057
2015 SCImago Journal Rankings: 1.304

 

DC FieldValueLanguage
dc.contributor.authorLiu, Y-
dc.contributor.authorSun, H-
dc.contributor.authorLin, D-
dc.contributor.authorLi, H-
dc.contributor.authorYeung, SSS-
dc.contributor.authorWong, TTY-
dc.date.accessioned2019-08-18T14:49:01Z-
dc.date.available2019-08-18T14:49:01Z-
dc.date.issued2018-
dc.identifier.citationBritish Journal of Educational Psychology, 2018, v. 88 n. 4, p. 628-644-
dc.identifier.issn0007-0998-
dc.identifier.urihttp://hdl.handle.net/10722/273810-
dc.description.abstractBackground: Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills. Aim: This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non‐alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension. Sample(s): A group of 170 K3 kindergarteners was recruited in Hong Kong. Methods: Children's word reading was assessed. Their linguistic comprehension was assessed with phonological awareness, verbal short‐term memory, and vocabulary knowledge. Using a structured observation task, Head‐Toes‐Knees‐Shoulders (HTKS), we measured their composite scores for EF skills. Results: Head‐Toes‐Knees‐Shoulders performance predicted unique variance in children's Chinese reading comprehension concurrently beyond word reading and a set of linguistic comprehension skills. Conclusions: The results highlight the important role of EF skills in beginning readers’ reading comprehension.-
dc.languageeng-
dc.publisherWiley for British Psychological Society. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279-
dc.relation.ispartofBritish Journal of Educational Psychology-
dc.rightsThis is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.subjectChinese-
dc.subjectcomprehension-
dc.subjectexecutive function-
dc.subjectreading-
dc.titleThe unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension-
dc.typeArticle-
dc.identifier.emailWong, TTY: terrytyw@hku.hk-
dc.identifier.authorityWong, TTY=rp02453-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/bjep.12207-
dc.identifier.pmid29336010-
dc.identifier.scopuseid_2-s2.0-85056122507-
dc.identifier.hkuros302171-
dc.identifier.volume88-
dc.identifier.issue4-
dc.identifier.spage628-
dc.identifier.epage644-
dc.publisher.placeUnited Kingdom-

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