Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children with and without Reading Disabilities?

Autor/inn/en	Swanson, H. Lee; Orosco, Michael J.; Kudo, Milagros
Titel	Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children with and without Reading Disabilities?
Quelle	In: Journal of Learning Disabilities, 50 (2017) 4, S.386-407 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415618499
Schlagwörter	Short Term Memory; Bilingualism; Reading Difficulties; Spanish Speaking; English Language Learners; At Risk Students; Elementary School Students; Grade 1; Grade 2; Grade 3; Executive Function; Correlation; Word Recognition; Reading Comprehension; Phonological Awareness; Inhibition; Longitudinal Studies; Cognitive Processes; Intelligence Tests; Achievement Tests; English (Second Language); Language Proficiency; Surveys; Second Language Learning; Verbal Ability; Vocabulary; Language Tests; Psycholinguistics; Statistical Analysis; Receptive Language; Reading Skills; Raven Progressive Matrices; Wide Range Achievement Test; Woodcock Munoz Language Survey; Peabody Picture Vocabulary Test; Illinois Test of Psycholinguistic Abilities; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Bilingualismus; Reading difficulty; Leseschwierigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Korrelation; Worterkennung; Leseverstehen; Hemmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Cognitive process; Kognitiver Prozess; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Survey; Umfrage; Befragung; Zweitsprachenerwerb; Mündliche Leistung; Wortschatz; Language test; Sprachtest; Psycholinguistik; Statistische Analyse; Rezeptive Kommunikationsfähigkeit; Reading skill; Lesefertigkeit
Abstract	This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory, WM, naming speed, and inhibition), vocabulary, and reading measures in Spanish and English. These same measures were administered 1 and 2 years later. Two important findings occurred: First, growth in the WM executive component was significantly related to growth in English word identification and passage comprehension when competing measures (phonological processing, naming speed, inhibition, and fluid intelligence) were entered into the multilevel growth model. Second, children defined as at risk for RD in Wave 1 had lower intercepts than children not at risk at Wave 3 across several measures of cognition, language, and achievement. However, except on measures of the executive component of WM, no significant group differences in linear growth emerged. These findings suggest that growth in L2 reading was tied to growth in the executive system of WM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01