The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension

The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension

• Liu, Yingyi The Education University of Hong Kong
• Sun, Huilin The Education University of Hong Kong
• Lin, Dan The Education University of Hong Kong
• Li, Hong Beijing Normal University
• Yeung, Siu Sze The Education University of Hong Kong
• Wong, Tin Yau Terry The Education University of Hong Kong

British Journal of Educational Psychology, 2018

John Wiley & Sons Ltd.

2018

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Background. Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills.Aim. This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension.Sample(s). A group of 170 K3 kindergarteners was recruited in Hong Kong.Methods. Children’s word reading was assessed. Their linguistic comprehension was assessed with phonological awareness, verbal short-term memory, and vocabulary knowledge. Using a structured observation task, Head-Toes-Knees-Shoulders (HTKS), we measured their composite scores for EF skills.Results. Head-Toes-Knees-Shoulders performance predicted unique variance in children’s Chinese reading comprehension concurrently beyond word reading and a set of linguistic comprehension skills. Conclusions. The results highlight the important role of EF skills in beginning readers’ reading comprehension. Copyright © 2018 The British Psychological Society.

• English

Journal Articles

• 000070998

https://bibliography.lib.eduhk.hk/en/bibs/c4016601

2018-10-03