Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia

Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia

• Chung, Kevin Kien Hoa The Education University of Hong Kong
• Lam, Chun Bun The Education University of Hong Kong
• Leung, Chloe Oi Ying The Education University of Hong Kong

Reading and Writing: An Interdisciplinary Journal, 33(7), 1721-1743, 2020

Springer Netherlands

2020

• E Special Education
  • EF Education for Speech & Language Impairments
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

Dyslexia Executive Functioning Chinese English Reading Comprehension Adolescent Readers

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

The present study investigated the executive functioning of working memory, inhibition, shifting, and planning in Chinese adolescent readers with dyslexia and how they related to Chinese (L1) and English (L2) reading comprehension. Fifty-seven Hong Kong Chinese students at Grade 7 were compared with 57 typically developing readers of chronological-age-matched controls on their performance on working memory, inhibition, shifting, planning, vocabulary knowledge, rapid naming, and reading comprehension in Chinese and English. Results from the multivariate analysis of variance showed that readers with dyslexia performed worse than the typical readers in executive functioning, vocabulary knowledge, rapid naming, and reading comprehension. Hierarchical regressions indicated that working memory, inhibition, and vocabulary knowledge were significant predictors of reading comprehension in L1 after controlling for age, IQ, and group membership. Furthermore, working memory, inhibition, shifting, vocabulary knowledge, and rapid naming contributed uniquely to reading comprehension in L2. Taken together, these findings suggest executive functioning difficulties in Chinese readers with dyslexia and highlight the differential contributions of executive functioning to Chinese and English reading comprehension; working memory and inhibition appear to play an important role in reading comprehension across different languages. Copyright ©Springer Netherlands.

• English

Journal Articles

• 09224777

https://bibliography.lib.eduhk.hk/en/bibs/2efc9bab

2021-02-16