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Dong, Yang; Mo, Jianhong; Miao, Xuecong; Zheng, Hao-Yuan; Yuan, Chongbo; Xin, Pinyi – Annals of Dyslexia, 2023
Cognitive flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning…
Descriptors: Executive Function, Cognitive Processes, Attention Deficit Hyperactivity Disorder, Word Recognition
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Dicataldo, Raffaele; Moscardino, Ughetta; Mammarella, Irene Cristina; Roch, Maja – Discourse Processes: A Multidisciplinary Journal, 2023
Listening narrative comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text) and involves several linguistic and cognitive skills. However, the specific role of these skills in children's comprehension remains unclear.…
Descriptors: Elementary School Students, Grade 1, Emergent Literacy, Prereading Experience
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Papadopoulos, Timothy C.; Spanoudis, George; Ktisti, Christiana; Fella, Argyro – European Journal of Psychology of Education, 2021
We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…
Descriptors: Reading Skills, Cognitive Processes, Kindergarten, Grade 1
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Peskin, Joan; Comay, Julie; Chen, Xi; Prusky, Carly – Journal of Cognition and Development, 2016
A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…
Descriptors: Longitudinal Studies, Theory of Mind, Predictor Variables, Grade 1
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Cockcroft, Kate – International Journal of Bilingual Education and Bilingualism, 2016
This study compared bilingual and monolingual school beginners on measures of simple and complex verbal working memory and receptive and expressive vocabulary. The aim was to determine whether the tests of working memory are fairer measures of language ability than the vocabulary tests for bilingual children when tested in their second language.…
Descriptors: Foreign Countries, Receptive Language, Expressive Language, Verbal Communication
Swanson, H. Lee; Orosco, Michael J.; Kudo, Milagros – Journal of Learning Disabilities, 2017
This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2,…
Descriptors: Short Term Memory, Bilingualism, Reading Difficulties, Spanish Speaking