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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
FullText Text:
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  Data: Phonological Skills and Executive Functions: Their Effects on Reading and Arithmetic Abilities across Varied Performance Levels Using Quantile Regression
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  Data: English
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gabriella+Koltermann%22">Gabriella Koltermann</searchLink><br /><searchLink fieldCode="AR" term="%22Juliana+Burges+Sbicigo%22">Juliana Burges Sbicigo</searchLink><br /><searchLink fieldCode="AR" term="%22Giulia+Moreira+Paiva%22">Giulia Moreira Paiva</searchLink><br /><searchLink fieldCode="AR" term="%22Melina+Lima%22">Melina Lima</searchLink><br /><searchLink fieldCode="AR" term="%22Mariuche+Rodrigues+de+Almeida+Gomides%22">Mariuche Rodrigues de Almeida Gomides</searchLink><br /><searchLink fieldCode="AR" term="%22Guilherme+Maia+de+Oliveira+Wood%22">Guilherme Maia de Oliveira Wood</searchLink><br /><searchLink fieldCode="AR" term="%22Júlia+Beatriz+Lopes+Silva%22">Júlia Beatriz Lopes Silva</searchLink><br /><searchLink fieldCode="AR" term="%22Vitor+Geraldi+Haase%22">Vitor Geraldi Haase</searchLink><br /><searchLink fieldCode="AR" term="%22Jerusa+Fumagalli+de+Salles%22">Jerusa Fumagalli de Salles</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Learning+Difficulties%22"><i>Australian Journal of Learning Difficulties</i></searchLink>. 2024 29(2):225-239.
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  Label: Availability
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  Data: 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
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  Data: Y
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  Group: Src
  Data: 15
– Name: DatePubCY
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  Data: 2024
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Ability%22">Reading Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Ability%22">Nonverbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/19404158.2024.2418576
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1940-4158<br />1940-4166
– 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.
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  Data: As Provided
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  Data: 2024
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  Data: EJ1452476
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      – Type: doi
        Value: 10.1080/19404158.2024.2418576
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 225
    Subjects:
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Reading Ability
        Type: general
      – SubjectFull: Nonverbal Ability
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Naming
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Brazil
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      – TitleFull: Phonological Skills and Executive Functions: Their Effects on Reading and Arithmetic Abilities across Varied Performance Levels Using Quantile Regression
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