Abstract
Emerging evidence suggests that executive function plays an important role in adult readers’ understanding of text. This study examined the contribution of executive function to comprehension of expository science text among adult readers, as well as the role of vocabulary ability in the relation between executive function and text comprehension. The roles of additional reader characteristics, including age, reading time, prior knowledge, and vocabulary ability, in comprehension were also examined. Using structural equation modeling, a latent executive function factor significantly predicted comprehension after accounting for age, reading time, prior knowledge, and vocabulary ability. Vocabulary ability mediated the relation between executive function and both lower-level and higher-level reading comprehension. Executive function contributed more strongly to lower-level compared with higher-level comprehension of the text. Implications for future research are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 377-403 |
| Number of pages | 27 |
| Journal | Reading and Writing |
| Volume | 32 |
| Issue number | 2 |
| DOIs | |
| State | Published - Feb 15 2019 |
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All Science Journal Classification (ASJC) codes
- Neuropsychology and Physiological Psychology
- Education
- Linguistics and Language
- Speech and Hearing
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A latent variable analysis of the contribution of executive function to adult readers’ comprehension of science text : the roles of vocabulary ability and level of comprehension. / Follmer, D. Jake; Sperling, Rayne A.
In: Reading and Writing, Vol. 32, No. 2, 15.02.2019, p. 377-403.Research output: Contribution to journal › Article
TY - JOUR
T1 - A latent variable analysis of the contribution of executive function to adult readers’ comprehension of science text
T2 - the roles of vocabulary ability and level of comprehension
AU - Follmer, D. Jake
AU - Sperling, Rayne A.
PY - 2019/2/15
Y1 - 2019/2/15
N2 - Emerging evidence suggests that executive function plays an important role in adult readers’ understanding of text. This study examined the contribution of executive function to comprehension of expository science text among adult readers, as well as the role of vocabulary ability in the relation between executive function and text comprehension. The roles of additional reader characteristics, including age, reading time, prior knowledge, and vocabulary ability, in comprehension were also examined. Using structural equation modeling, a latent executive function factor significantly predicted comprehension after accounting for age, reading time, prior knowledge, and vocabulary ability. Vocabulary ability mediated the relation between executive function and both lower-level and higher-level reading comprehension. Executive function contributed more strongly to lower-level compared with higher-level comprehension of the text. Implications for future research are discussed.
AB - Emerging evidence suggests that executive function plays an important role in adult readers’ understanding of text. This study examined the contribution of executive function to comprehension of expository science text among adult readers, as well as the role of vocabulary ability in the relation between executive function and text comprehension. The roles of additional reader characteristics, including age, reading time, prior knowledge, and vocabulary ability, in comprehension were also examined. Using structural equation modeling, a latent executive function factor significantly predicted comprehension after accounting for age, reading time, prior knowledge, and vocabulary ability. Vocabulary ability mediated the relation between executive function and both lower-level and higher-level reading comprehension. Executive function contributed more strongly to lower-level compared with higher-level comprehension of the text. Implications for future research are discussed.
UR - http://www.scopus.com/inward/record.url?scp=85047954097&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85047954097&partnerID=8YFLogxK
U2 - 10.1007/s11145-018-9872-3
DO - 10.1007/s11145-018-9872-3
M3 - Article
AN - SCOPUS:85047954097
VL - 32
SP - 377
EP - 403
JO - Reading and Writing
JF - Reading and Writing
SN - 0922-4777
IS - 2
ER -