Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

454
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
454
Language and Cognition01:27

Language and Cognition

667
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
667
Learning Disabilities01:25

Learning Disabilities

539
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
539
Working Memory01:24

Working Memory

747
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
747
Multiple Intelligences Theory01:20

Multiple Intelligences Theory

8.7K
Howard Gardner's theory of Multiple Intelligence proposes that there are nine distinct types of intelligence, each reflecting different ways of interacting with the world. Introduced in 1983 and expanded in subsequent years, Gardner's framework challenges the traditional notion of a single, generalized intelligence.
8.7K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School.

Remedial and special education : RASE·2026
Same author

The Executive Function RPM Parent Rating Scale for Children: Purpose and Properties.

Assessment·2026
Same author

L1 and L2 Contributions to English Reading in Middle School Struggling Readers.

Bilingualism (Cambridge, England)·2026
Same author

The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD.

Developmental cognitive neuroscience·2026
Same author

Comparative Evaluation of Electronic Syringe and Pan Coating Techniques for Loading of FDM 3D Printed Tablets.

Pharmaceuticals (Basel, Switzerland)·2026
Same author

When Toys Talk Science: How motivational beliefs shape elementary-aged girls' and boys' toy choices.

Journal of experimental child psychology·2026
Same journal

On the relationship between word reading ability and spelling ability.

Reading and writing·2025
Same journal

Handwriting in primary school: comparing standardized tests and evaluating impact of grapho-motor parameters.

Reading and writing·2025
Same journal

Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text.

Reading and writing·2025
Same journal

Evaluating the structural and predictive validity of a derivational morphology task with struggling adult readers.

Reading and writing·2024
Same journal

Examining the Heterogeneous Early Literacy Profiles of First-Grade Students Who Are English Learners.

Reading and writing·2024
Same journal

Longitudinal Predictors of Word Reading for Children with Williams Syndrome.

Reading and writing·2023
See all related articles

Related Experiment Video

Updated: Jan 4, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.5K

Executive Function: Association with Multiple Reading Skills.

Paul T Cirino1, Jeremy Miciak1, Yusra Ahmed1

  • 1University of Houston.

Reading and Writing
|November 5, 2019
PubMed
Summary
This summary is machine-generated.

Executive function (EF) uniquely impacts reading skills, including word reading and comprehension, in elementary students. This study clarifies EF

Keywords:
Executive FunctionLanguageReading ComprehensionSimple View of ReadingWord Reading

More Related Videos

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

6.7K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.2K

Related Experiment Videos

Last Updated: Jan 4, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.5K
Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

6.7K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.2K

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Executive function (EF) is recognized as crucial for reading development.
  • Gaps exist in understanding the specific EF components influencing distinct reading skills (word reading, fluency, comprehension).
  • The interplay between EF, language predictors (Simple View of Reading - SVR), and related cognitive skills requires further elucidation.

Purpose of the Study:

  • To evaluate the unique contribution of executive function (EF) to various reading outcomes in 3rd to 5th graders.
  • To examine how EF components interact with established reading predictors like the Simple View of Reading (SVR) indices.
  • To clarify the role of EF within a broader context of cognitive and demographic factors influencing reading proficiency.

Main Methods:

  • Utilized a large sample of 3rd to 5th graders, oversampling for struggling readers.
  • Employed a bifactor model to derive common and specific executive function (EF) factors.
  • Integrated EF measures with covariates including demographics, Simple View of Reading (SVR) components, vocabulary, processing speed, and motor function.

Main Results:

  • Executive function (EF) demonstrated a consistent, unique contribution across all reading outcome measures.
  • Specific EF factors, including working memory, fluency, self-regulated learning, and behavioral inattention/metacognition, were identified.
  • For reading comprehension, EF significantly interacted with Simple View of Reading (SVR) indices (word reading and listening comprehension).

Conclusions:

  • Executive function (EF) significantly enhances predictive models of reading skills beyond established predictors.
  • Findings refine the understanding of how specific EF components contribute to different facets of reading.
  • The interaction between EF and SVR components highlights the complex cognitive architecture supporting reading comprehension.