The relation between shifting and reading comprehension in grade 3 students

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dc.contributor.authorAlabe Padua, Larissa
dc.contributor.supervisorHarrison, Gina Louise
dc.date.accessioned2018-08-29T16:54:53Z
dc.date.available2018-08-29T16:54:53Z
dc.date.copyright2018en_US
dc.date.issued2018-08-29
dc.degree.departmentDepartment of Educational Psychology and Leadership Studiesen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractReading comprehension is crucial for academic achievement. While word-level reading and oral language comprehension skills are well-established predictors of reading comprehension, emerging research has been investigating the role of executive function (EF) processes in reading comprehension. The role of shifting – one of the core EF processes – still is underexplored. The purpose of this study was to examine the relation between reading comprehension, shifting, and well-established components of reading comprehension in grade 3 students, across three different shifting tasks. Thirty-six children, ages 8 to 9 years, completed a collection of word-level reading, reading comprehension, receptive vocabulary and EF tasks (working memory and shifting). Results indicated that reading comprehension was significantly and moderately associated with all shifting tasks, word-level reading skills, and receptive vocabulary, but not with WM. In addition, each shifting task explained unique variance in reading comprehension after accounting for word-level reading skills. When receptive vocabulary was added to the regression analyses, shifting tasks did not explain significant variance in reading comprehension performance. Results of this study are discussed in relation to existing models of reading comprehension.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/9978
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectreadingen_US
dc.subjectreading comprehensionen_US
dc.subjectshiftingen_US
dc.subjectexecutive functionsen_US
dc.titleThe relation between shifting and reading comprehension in grade 3 studentsen_US
dc.typeThesisen_US

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