Abstract
This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and EF (working memory, inhibition, and shifting). After controlling for word-level reading, measures of shifting explained the most variance in reading comprehension compared to the variance accounted for by working memory and inhibition. The results add to the growing evidence of EF’s contribution—especially shifting—to reading comprehension within the context of early literacy learning in the L2.
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