The Role of Executive Function in Reading Development and Reading Intervention

Abstract

AbstractThe current review of the role of executive function (EF) in reading provides a brief summary of analyses with a large‐scale longitudinal dataset and a meta‐analysis, along with proposing a framework for designing EF training studies. The 1st study, based on latent growth models with structured residuals, demonstrated a longitudinal reciprocal relation between reading and EF in Grades 2–5, but only for high‐performing students and not for the general population sample or those with reading difficulties. The 2nd study, based on meta‐profiling analysis and meta‐analytical structural equation modeling of 378 studies, showed unique contributions of EF to reading difficulties after controlling for language skills and suggested a reading difficulty‐EF deficit vicious cycle with development. The 3rd component of this review describes a framework for a domain‐specific approach to intervention. Based on the findings of these studies, I propose that working memory training tasks should closely link the central executive (attentional control) with the use of long‐term memory through retrieval practice in a specific academic domain, and training tasks should promote strategy use that can be effectively applied (i.e., transferred) to different academic tasks.