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Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?

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Title: Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?
Language: English
Authors: José-Pablo Escobar, Victoria Espinoza (ORCID 0000-0001-9462-1139)
Source: Reading & Writing Quarterly. 2025 41(2):176-192.
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: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Inhibition, Short Term Memory, Cognitive Processes, Reading Comprehension, Reading Skills, Executive Function, Elementary School Students, Grade 4, Reading Fluency, Vocabulary Skills, Academic Language, Expository Writing, Narration
DOI: 10.1080/10573569.2024.2400993
ISSN: 1057-3569
1521-0693
Abstract: Reading skills are essential adaptive skills for daily life, enabling individuals to function effectively in society. This study examines the relations between executive functions components -- including inhibition, working memory, and cognitive flexibility -- and reading comprehension in both narrative and expository texts. A total of 263 fourth grade elementary school students participated in this study, who were evaluated on their reading comprehension skills, as well as on their executive functions and reading variables such as word reading, fluency and vocabulary. The results of this study suggest that inhibition, working memory and cognitive flexibility have direct and indirect effects on reading comprehension of narrative and expository texts. Especially, the direct effect of working memory is highlighted, both for reading comprehension of expository and narrative texts. Additionally, academic vocabulary is an important mediating variable between executive functions, especially inhibition, and reading comprehension in students of this age. These findings underscore the relevance of strengthening executive functions to improve reading comprehension, especially in middle school students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499899
Database: ERIC
FullText Text:
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22José-Pablo+Escobar%22">José-Pablo Escobar</searchLink><br /><searchLink fieldCode="AR" term="%22Victoria+Espinoza%22">Victoria Espinoza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9462-1139">0000-0001-9462-1139</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2025 41(2):176-192.
– Name: Avail
  Label: Availability
  Group: Avail
  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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Inhibition%22">Inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</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="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Skills%22">Vocabulary Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expository+Writing%22">Expository Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10573569.2024.2400993
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1057-3569<br />1521-0693
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Reading skills are essential adaptive skills for daily life, enabling individuals to function effectively in society. This study examines the relations between executive functions components -- including inhibition, working memory, and cognitive flexibility -- and reading comprehension in both narrative and expository texts. A total of 263 fourth grade elementary school students participated in this study, who were evaluated on their reading comprehension skills, as well as on their executive functions and reading variables such as word reading, fluency and vocabulary. The results of this study suggest that inhibition, working memory and cognitive flexibility have direct and indirect effects on reading comprehension of narrative and expository texts. Especially, the direct effect of working memory is highlighted, both for reading comprehension of expository and narrative texts. Additionally, academic vocabulary is an important mediating variable between executive functions, especially inhibition, and reading comprehension in students of this age. These findings underscore the relevance of strengthening executive functions to improve reading comprehension, especially in middle school students.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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  Data: EJ1499899
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499899
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/10573569.2024.2400993
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 176
    Subjects:
      – SubjectFull: Inhibition
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Vocabulary Skills
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Expository Writing
        Type: general
      – SubjectFull: Narration
        Type: general
    Titles:
      – TitleFull: Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?
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          Name:
            NameFull: José-Pablo Escobar
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            NameFull: Victoria Espinoza
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            – D: 01
              M: 01
              Type: published
              Y: 2025
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              Value: 41
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