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Relations Between Executive Functions and Reading Comprehension in Early Primary School Children.

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Title: Relations Between Executive Functions and Reading Comprehension in Early Primary School Children.
Authors: Vernucci, Santiago (AUTHOR), Gelpi Trudo, Rosario (AUTHOR), Burin, Debora (AUTHOR), Canet Juric, Lorena (AUTHOR)
Source: Reading Psychology. May/Jun2026, Vol. 47 Issue 4, p642-660. 19p.
Subjects: Reading comprehension, Executive function, School children, Spanish-speaking students, Cognitive flexibility, Response inhibition, Short-term memory, Decoders & decoding
Abstract: Reading comprehension is a complex cognitive skill that enables the development of a representation of the meaning of a text, promoting information acquisition and contributing to educational, social, and occupational development. Decoding plays an important role in acquiring this skill, and executive functions have been considered to contribute to it. However, studies generally do not take into account the contribution of the different executive processes (working memory, inhibition, cognitive flexibility) when considered together. This study analyzed the joint and unique contribution of executive functions to reading comprehension, controlling for their decoding level, in Spanish-speaking children aged 7 to 9 years, in the second and third grades of primary school. It was found that verbal working memory and perceptual inhibition make a significant contribution to reading comprehension, beyond their level of decoding. The results show the importance of executive functions for reading performance, especially during a stage when reading comprehension is in full development, and contribute to clarifying its role during the first years of primary school. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology 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: Psychology and Behavioral Sciences Collection
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  Data: Relations Between Executive Functions and Reading Comprehension in Early Primary School Children.
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  Data: <searchLink fieldCode="AR" term="%22Vernucci%2C+Santiago%22">Vernucci, Santiago</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gelpi+Trudo%2C+Rosario%22">Gelpi Trudo, Rosario</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burin%2C+Debora%22">Burin, Debora</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Canet+Juric%2C+Lorena%22">Canet Juric, Lorena</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. May/Jun2026, Vol. 47 Issue 4, p642-660. 19p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish-speaking+students%22">Spanish-speaking students</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+flexibility%22">Cognitive flexibility</searchLink><br /><searchLink fieldCode="DE" term="%22Response+inhibition%22">Response inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22Decoders+%26+decoding%22">Decoders & decoding</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Reading comprehension is a complex cognitive skill that enables the development of a representation of the meaning of a text, promoting information acquisition and contributing to educational, social, and occupational development. Decoding plays an important role in acquiring this skill, and executive functions have been considered to contribute to it. However, studies generally do not take into account the contribution of the different executive processes (working memory, inhibition, cognitive flexibility) when considered together. This study analyzed the joint and unique contribution of executive functions to reading comprehension, controlling for their decoding level, in Spanish-speaking children aged 7 to 9 years, in the second and third grades of primary school. It was found that verbal working memory and perceptual inhibition make a significant contribution to reading comprehension, beyond their level of decoding. The results show the importance of executive functions for reading performance, especially during a stage when reading comprehension is in full development, and contribute to clarifying its role during the first years of primary school. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Psychology 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192503706
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      – Type: doi
        Value: 10.1080/02702711.2025.2579295
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 642
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Executive function
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Spanish-speaking students
        Type: general
      – SubjectFull: Cognitive flexibility
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      – SubjectFull: Response inhibition
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      – SubjectFull: Short-term memory
        Type: general
      – SubjectFull: Decoders & decoding
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      – TitleFull: Relations Between Executive Functions and Reading Comprehension in Early Primary School Children.
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            NameFull: Vernucci, Santiago
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            NameFull: Gelpi Trudo, Rosario
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            NameFull: Burin, Debora
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            NameFull: Canet Juric, Lorena
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            – D: 01
              M: 05
              Text: May/Jun2026
              Type: published
              Y: 2026
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              Value: 47
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