Executive functioning and word reading in Hong Kong Chinese children: A 1-year longitudinal perspective

Executive functioning and word reading in Hong Kong Chinese children: A 1-year longitudinal perspective

• Fung, Wing Kai The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong
• Lam, Chun Bun Ian The Education University of Hong Kong

Journal of Research in Reading, 2020

Wiley-Blackwell Publishing Ltd.

2020

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• C Psychology & Learning
  • CE Mental Process, Memory & Problem Solving

Bidirectionality Executive Functioning Chinese Word Reading Kindergarten Children

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measures at Time 2 one year later. Results from the cross-lagged panel model revealed that, controlling for child age, gender and parental education levels, children's word reading at Time 1 was significantly predictive of their working memory at Time 2, but that the three EF skills at Time 1 were not predictive of word reading at Time 2. These findings underscored the role of early word reading in promoting children's working memory. Copyright © 2020 UKLA.

• English

Journal Articles

• 01410423

• 10.1111/1467-9817.12302

https://bibliography.lib.eduhk.hk/en/bibs/b8da3d84

2020-10-14