Executive dysfunction among children with reading comprehension deficits.
Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/ Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group's poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group's poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems.
Locascio
Gianna
G
Kennedy Krieger Institute, Johns Hopkins University School of Medicine, Baltimore, MD 21215, USA.
Mahone
E Mark
EM
Eason
Sarah H
SH
Cutting
Laurie E
LE
D000293:Adolescent; D002648:Child; D032882:Comprehension; D056344:Executive Function; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D007807:Language Tests; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D008570:Memory, Short-Term; D009483:Neuropsychological Tests; D025341:Principal Component Analysis; D011932:Reading; D021641:Recognition, Psychology; D012660:Semantics; D014706:Verbal Learning