The role of executive functions for reading and writing in 2nd grade children

Abstract

Event Abstract Back to Event The role of executive functions for reading and writing in 2nd grade children Regula Neuenschwander1*, Patrizia Cimeli1, Marianne Röthlisberger1 and Claudia M. Roebers1 1 University of Bern, Institute of Psychology, Switzerland Executive Functions (EFs) allow self-regulated and goal-directed behaviour. These lower-level cognitive abilities are hypothesized to underlie a range of higher-order abilities, among others, academic skills. Indeed, concurrent associations between EFs and academic achievement are significant, though usually moderate. Furthermore, EFs have been shown to predict both school readiness and later school achievement. Different academic skills (e.g., mathematics, reading, and writing) appear to involve different combinations of EF components, but knowledge about the specific contributions of EF aspects on academic domains is still very limited. Although for reading and writing, there are differences in EFs between children with and without specific deficits (e.g., dyslexia or dysgraphia), little is known about the relationship of EFs in typical reading development and early writing. The present study addressed the questions whether and to what extent inter-individual differences in three frequently studied aspects of EFs (i.e., inhibition, updating, and control of attention) are associated with reading and writing skills in normally developing 2nd grade children. EFs were assessed using the backwards colour span, fruit-stroop and cognitive flexibility task - with each of these neuropsychological tasks measuring one of the different aspects of EFs. Reading and writing skills were assessed with standardized school achievement tests in German. Additionally, speed of processing and school related dimensions of children’s self concept were assessed as control variables and to explain further variance associated with motivation, respectively. A total of N = 54 8-year-old children were included in the study. Results show that inhibition plays a central role in reading and writing skills where as control of attention is crucial for reading skills. No associations were found with updating. Results will be discussed with regard to theoretical implications and in the context of the early acquisition process of reading and writing. Conference: EARLI SIG22 - Neuroscience and Education, Zurich, Switzerland, 3 Jun - 5 Jun, 2010. Presentation Type: Poster Presentation Topic: Language and reading Citation: Neuenschwander R, Cimeli P, Röthlisberger M and Roebers CM (2010). The role of executive functions for reading and writing in 2nd grade children. Front. Neurosci. Conference Abstract: EARLI SIG22 - Neuroscience and Education. doi: 10.3389/conf.fnins.2010.11.00024 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 31 May 2010; Published Online: 31 May 2010. * Correspondence: Regula Neuenschwander, University of Bern, Institute of Psychology, Bern, Switzerland, regula.neuenschwander@psy.unibe.ch Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Regula Neuenschwander Patrizia Cimeli Marianne Röthlisberger Claudia M Roebers Google Regula Neuenschwander Patrizia Cimeli Marianne Röthlisberger Claudia M Roebers Google Scholar Regula Neuenschwander Patrizia Cimeli Marianne Röthlisberger Claudia M Roebers PubMed Regula Neuenschwander Patrizia Cimeli Marianne Röthlisberger Claudia M Roebers Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.