Early executive function predicts children’s Chinese word reading from preschool through Grade 3

Abstract

The role of executive function (EF) in reading has been widely supported among English-speaking children. Expanding upon existing work on the linkage between EF and Chinese word reading, the current study examined whether early EF would predict the longitudinal trajectories of Chinese word reading from preschool through Grade 3 among a group of children in mainland China (N = 196). Children’s EF was measured during the second year of preschool using a combination of behavior task and parent report. Children’s Chinese word reading abilities were assessed repeatedly over three years between the final preschool year and Grade 3. After controlling for demographic characteristics and children’s initial vocabulary knowledge, children’s working memory predicted their levels of Chinese word reading in preschool. In addition, children’s overall EF assessed using the behavior task and parent-rated inhibition and cognitive flexibility positively predicted children’s rates of growth in Chinese word reading skills. The visual complexity of Chinese characters appears to place high demands on children’s EF. The findings highlight the critical role of EF in Chinese children’s word reading across the first few years of formal schooling.