Phonological skills and executive functions: their effects on reading and arithmetic abilities across varied performance levels using quantile regression.
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| Title: | Phonological skills and executive functions: their effects on reading and arithmetic abilities across varied performance levels using quantile regression. |
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| Authors: | Koltermann, Gabriella1 (AUTHOR) gabikoltermann@gmail.com, Burges Sbicigo, Juliana1,2 (AUTHOR), Moreira Paiva, Giulia3 (AUTHOR), Lima, Melina4 (AUTHOR), Rodrigues de Almeida Gomides, Mariuche5 (AUTHOR), Maia de Oliveira Wood, Guilherme6 (AUTHOR), Lopes Silva, Júlia Beatriz3 (AUTHOR), Geraldi Haase, Vitor3 (AUTHOR), Fumagalli de Salles, Jerusa1 (AUTHOR) |
| Source: | Australian Journal of Learning Difficulties. Nov2024, Vol. 29 Issue 2, p225-239. 15p. |
| Subject Terms: | *Short-term memory, *Verbal memory, *Phonological awareness, Executive function, Quantile regression, Brazilians |
| Abstract: | We aimed to investigate the effects of phonological awareness – PA, rapid automatised naming – RAN, visuospatial and verbal working memory – WM and executive functions – EF on the reading and arithmetic skills of children with low- to medium-performance levels. Participants were 472 Brazilian children from 3rd to 5th grades. Quantile Regression Analysis was employed. The PA, RAN and EF were shared main predictors of both reading and math. Verbal WM emerged as a unique main predictor for reading, while visuospatial WM and visuospatial short-term memory were the main predictors for arithmetic. Among children with very low reading proficiency, the effects of cognitive predictors were more pronounced, a trend not observed in arithmetic. The results suggest varying magnitudes of cognitive predictors for reading when considering different levels of performance/difficulties. We also corroborate unique and shared main predictors of reading and math that have implications for research, clinical and educational settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Australian Journal of Learning Difficulties is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181438231 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Phonological skills and executive functions: their effects on reading and arithmetic abilities across varied performance levels using quantile regression. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Koltermann%2C+Gabriella%22">Koltermann, Gabriella</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gabikoltermann@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Burges+Sbicigo%2C+Juliana%22">Burges Sbicigo, Juliana</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moreira+Paiva%2C+Giulia%22">Moreira Paiva, Giulia</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lima%2C+Melina%22">Lima, Melina</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodrigues+de+Almeida+Gomides%2C+Mariuche%22">Rodrigues de Almeida Gomides, Mariuche</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Maia+de+Oliveira+Wood%2C+Guilherme%22">Maia de Oliveira Wood, Guilherme</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lopes+Silva%2C+Júlia+Beatriz%22">Lopes Silva, Júlia Beatriz</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Geraldi+Haase%2C+Vitor%22">Geraldi Haase, Vitor</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fumagalli+de+Salles%2C+Jerusa%22">Fumagalli de Salles, Jerusa</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australian+Journal+of+Learning+Difficulties%22">Australian Journal of Learning Difficulties</searchLink>. Nov2024, Vol. 29 Issue 2, p225-239. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbal+memory%22">Verbal memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Quantile+regression%22">Quantile regression</searchLink><br /><searchLink fieldCode="DE" term="%22Brazilians%22">Brazilians</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: We aimed to investigate the effects of phonological awareness – PA, rapid automatised naming – RAN, visuospatial and verbal working memory – WM and executive functions – EF on the reading and arithmetic skills of children with low- to medium-performance levels. Participants were 472 Brazilian children from 3rd to 5th grades. Quantile Regression Analysis was employed. The PA, RAN and EF were shared main predictors of both reading and math. Verbal WM emerged as a unique main predictor for reading, while visuospatial WM and visuospatial short-term memory were the main predictors for arithmetic. Among children with very low reading proficiency, the effects of cognitive predictors were more pronounced, a trend not observed in arithmetic. The results suggest varying magnitudes of cognitive predictors for reading when considering different levels of performance/difficulties. We also corroborate unique and shared main predictors of reading and math that have implications for research, clinical and educational settings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australian Journal of Learning Difficulties is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/19404158.2024.2418576 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 225 Subjects: – SubjectFull: Short-term memory Type: general – SubjectFull: Verbal memory Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Executive function Type: general – SubjectFull: Quantile regression Type: general – SubjectFull: Brazilians Type: general Titles: – TitleFull: Phonological skills and executive functions: their effects on reading and arithmetic abilities across varied performance levels using quantile regression. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Koltermann, Gabriella – PersonEntity: Name: NameFull: Burges Sbicigo, Juliana – PersonEntity: Name: NameFull: Moreira Paiva, Giulia – PersonEntity: Name: NameFull: Lima, Melina – PersonEntity: Name: NameFull: Rodrigues de Almeida Gomides, Mariuche – PersonEntity: Name: NameFull: Maia de Oliveira Wood, Guilherme – PersonEntity: Name: NameFull: Lopes Silva, Júlia Beatriz – PersonEntity: Name: NameFull: Geraldi Haase, Vitor – PersonEntity: Name: NameFull: Fumagalli de Salles, Jerusa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 19404158 Numbering: – Type: volume Value: 29 – Type: issue Value: 2 Titles: – TitleFull: Australian Journal of Learning Difficulties Type: main |
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