Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities.
Journal
New directions for child and adolescent development
ISSN: 1534-8687
Titre abrégé: New Dir Child Adolesc Dev
Pays: United States
ID NLM: 100886823
Informations de publication
Date de publication:
May 2019
May 2019
Historique:
pubmed:
3
5
2019
medline:
18
12
2019
entrez:
3
5
2019
Statut:
ppublish
Résumé
The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3-5. Study 1a found that a bi-factor structure best represented a comprehensive assessment of EF. Study 1b found that cognitive and behavioral measures of EF related independently to math and reading. Study 1c found that EF related to reading, above and beyond other variables, but Study 1d found no evidence that adding an EF training component improved intervention response. Study 1e found that pretest EF abilities did not relate to intervention response. Neuroimaging studies examined EF-related brain activity during both reading and nonlexical EF tasks. In Study 2a, the EF task evoked control activity, but generated no differences between struggling and typical readers. The reading task, however, had group differences in both EF and reading regions. In Study 2b, EF activity during reading at pretest was related to intervention response. Across studies, EF appears involved in the reading process. There is less evidence for general EF predicting or improving intervention outcomes.
Identifiants
pubmed: 31046202
doi: 10.1002/cad.20292
pmc: PMC6522302
mid: NIHMS1023093
doi:
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
25-54Subventions
Organisme : NICHD NIH HHS
ID : P50 HD052117
Pays : United States
Organisme : Texas Center for Learning Disabilities
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Informations de copyright
© 2019 Wiley Periodicals, Inc.
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