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{
    "pk": 28835,
    "title": "Distinguishing Effects of Executive Functions on Literacy Skills in Adolescents",
    "subtitle": null,
    "abstract": "This study investigated direct and indirect effects of executivefunctions (EF) on reading comprehension in 87 adolescents(mean age = 14.0 years, SD = 1.5). The operation span taskwas used to measure the updating aspect of working memory,the plus-minus task to measure task-switching, and thenumerical Stroop task to measure inhibitory control. Literacyskills tasks assessed nonword decoding, text recall/inference,and passage comprehension. Regression models indicated thatEF measures accounted for significant variance in literacyskills after controlling for age and fluid intelligence. Workingmemory was associated with passage comprehension, task-switching with nonword decoding, and inhibitory control withnonword decoding as well as text recall/inference. Parallelmediation models tested for indirect effects of EF constructsvia decoding and text recall/inference. Working memoryshowed direct and indirect effects on passage comprehension,the latter mediated by text recall/inference. Task-switchingwas associated with decoding, but its relation to passagecomprehension was not significant. Inhibitory control showedindirect effects on passage comprehension via decoding andtext recall/inference. Results indicate overlapping but distinctcontributions of EF to literacy skills.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Reading comprehension"
        },
        {
            "word": "literacy skills"
        },
        {
            "word": "decoding"
        },
        {
            "word": "text recall/inference"
        },
        {
            "word": "executive functions"
        },
        {
            "word": "working memory"
        },
        {
            "word": "task-switching"
        },
        {
            "word": "Inhibitory control"
        }
    ],
    "section": "Papers with Poster Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/7rr6j3gn",
    "frozenauthors": [
        {
            "first_name": "Teresa",
            "middle_name": "M.",
            "last_name": "Ober",
            "name_suffix": "",
            "institution": "City University of New York",
            "department": ""
        },
        {
            "first_name": "Patricia",
            "middle_name": "J.",
            "last_name": "Brooks",
            "name_suffix": "",
            "institution": "City University of New York",
            "department": ""
        },
        {
            "first_name": "Bruce",
            "middle_name": "D.",
            "last_name": "Homer",
            "name_suffix": "",
            "institution": "City University of New York",
            "department": ""
        },
        {
            "first_name": "Jan",
            "middle_name": "L.",
            "last_name": "Plass",
            "name_suffix": "",
            "institution": "New York University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28835/galley/18706/download/"
        }
    ]
}