Relations Among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences

Area of Science:

• Developmental Psychology
• Cognitive Neuroscience
• Educational Psychology

Background:

• Executive functions are critical for complex cognitive tasks like reading.
• Decoding ability is a foundational skill for reading comprehension.
• Understanding the interplay between executive function and decoding is vital for early literacy.

Purpose of the Study:

• To investigate the mediating role of decoding ability in the relationship between executive function and reading comprehension.
• To examine sex differences in the associations between executive function, decoding, and reading comprehension.
• To elucidate the developmental pathways supporting reading comprehension in early childhood.

Main Methods:

• Structural equation mediation modeling was employed.
• A sample of 298 children aged 6–8 years was assessed.
• Measures included working memory, shifting, inhibition, decoding, and reading comprehension.

Main Results:

• Decoding ability significantly mediated the relationship between executive function and reading comprehension for the full sample.
• A trend suggested stronger direct associations between executive function and reading comprehension for girls compared to boys.
• No significant sex differences were observed for other direct and indirect effects.

Conclusions:

• Executive function plays a key role in the integrative processes supporting reading comprehension.
• Decoding ability acts as a crucial mediator in this relationship.
• Further research should explore the nuanced role of executive function in reading development, considering potential sex-based variations.