Literaturnachweis - Detailanzeige
| Autor/inn/en | Ober, Teresa M.; Brooks, Patricia J.; Homer, Bruce Douglas |
|---|---|
| Titel | Examining Relations between Executive Functions and Decoding in Children: A Meta-Analytic Investigation Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020). |
| Quelle | (2020), (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Executive Function; Decoding (Reading); Children; Meta Analysis; Reading Processes; Phoneme Grapheme Correspondence; Correlation; Short Term Memory; Inhibition; Reading Skills; Effect Size; Age; Predictor Variables |
| Abstract | Previous meta-analyses highlight the role of executive functions (EF), encompassing working memory, task-switching, and inhibition, in reading comprehension, but have not demarcated its role in decoding, defined as use of orthographic patterns to access oral pronunciations. According to the dual-route model, decoding involves parallel activation of lexical and non-lexical (grapheme-to-phoneme) routes, which places demands on EF. We used multivariate meta-analyses to examine associations between decoding, assessed via nonword and word reading tasks, and EF across 51 studies involving children (128 effect size estimates, N = 18,699 participants, mean age 10.2 years, range 5.0-14.9). Results indicated significant small-moderate correlations between each EF construct and decoding task (Fisher's z ranged from 0.24 to 0.36), with age moderating some associations. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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