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 |
|---|---|
| Language: | English |
| Authors: | Gabriella Koltermann, Juliana Burges Sbicigo, Giulia Moreira Paiva, Melina Lima, Mariuche Rodrigues de Almeida Gomides, Guilherme Maia de Oliveira Wood, Júlia Beatriz Lopes Silva, Vitor Geraldi Haase, Jerusa Fumagalli de Salles |
| Source: | Australian Journal of Learning Difficulties. 2024 29(2):225-239. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Phonological Awareness, Reading Skills, Executive Function, Reading Ability, Nonverbal Ability, Short Term Memory, Naming, Mathematics Skills, Elementary School Students, Grade 3, Grade 4, Grade 5, Foreign Countries, Student Attitudes, Spatial Ability, Predictor Variables, Reading Achievement, Mathematics Achievement |
| Geographic Terms: | Brazil |
| DOI: | 10.1080/19404158.2024.2418576 |
| ISSN: | 1940-4158 1940-4166 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452476 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1940-4158 1940-4166 |
| DOI: | 10.1080/19404158.2024.2418576 |
