Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension.
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| Title: | Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension. |
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| Authors: | Escobar, José‐Pablo, Meneses, Alejandra, Hugo, Evelyn, Barber, Ana Taboada, Montenegro, Maximiliano |
| Source: | Journal of Research in Reading. May2024, Vol. 47 Issue 2, p161-180. 20p. |
| Subjects: | Cognitive flexibility, Executive function, Reading comprehension, Monolingualism, Short-term memory |
| Abstract: | Background: Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain‐general and reading‐specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students. Methods: A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain‐general and reading‐specific cognitive flexibility, academic vocabulary and science reading comprehension. Results: The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain‐specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain‐general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6. Conclusions: These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed. Highlights: What is already known about this topic Executive functions have been included in models to explain reading comprehension.It is well known that the structure of text, narrative or expository influences the cognitive processes necessary for comprehension.Cognitive flexibility is a variable associated with reading comprehension. What this paper adds Cognitive flexibility explains science text reading comprehension from fourth to sixth grade.Reading‐specific cognitive flexibility is associated with science text reading comprehension in fourth to fifth grade.Reading‐specific cognitive flexibility explains additional variance above domain‐general cognitive flexibility. Implications for theory, policy or practice Cognitive flexibility plays a relevant role in explaining reading comprehension of scientific texts.Models of reading comprehension should be adjusted to include variables like cognitive flexibility.It is necessary to study reading specific measures of executive function assessment over general domain measures. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain‐general and reading‐specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students. Methods: A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain‐general and reading‐specific cognitive flexibility, academic vocabulary and science reading comprehension. Results: The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain‐specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain‐general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6. Conclusions: These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed. Highlights: What is already known about this topic Executive functions have been included in models to explain reading comprehension.It is well known that the structure of text, narrative or expository influences the cognitive processes necessary for comprehension.Cognitive flexibility is a variable associated with reading comprehension. What this paper adds Cognitive flexibility explains science text reading comprehension from fourth to sixth grade.Reading‐specific cognitive flexibility is associated with science text reading comprehension in fourth to fifth grade.Reading‐specific cognitive flexibility explains additional variance above domain‐general cognitive flexibility. Implications for theory, policy or practice Cognitive flexibility plays a relevant role in explaining reading comprehension of scientific texts.Models of reading comprehension should be adjusted to include variables like cognitive flexibility.It is necessary to study reading specific measures of executive function assessment over general domain measures. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01410423 |
| DOI: | 10.1111/1467-9817.12446 |
