{"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/"}]}