Working memory and processing speed, but not inhibition or non-alphanumeric naming speed, uniquely predict both word reading and reading comprehension in children ages 8 to 16¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Working memory significantly predicted both comprehension and word reading after controlling for the other cognitive factors. → Christopher 2012 q3 i? Processing speed significantly predicted word reading and marginally predicted comprehension, with a stronger path to word reading. → Christopher 2012 q3 i? Inhibition and naming speed (non-alphanumeric stimuli) did not independently predict comprehension or word reading. → Christopher 2012 (2)

Evidence¶

Christopher 2012¶

Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., Willcutt, E., & Olson, R. K. (2012). Predicting Word Reading and Comprehension with Executive Function and Speed Measures Across Development: A Latent Variable Analysis. Journal of Experimental Psychology: General. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3360115/

q3 · i? · associational · r2

Structural equation model with six latent factors (four cognitive, two reading) fit to 483 participants ages 8 to 16, constrained across age groups. The article reports "comprehension was significantly predicted by working memory (p < .01)" and word reading by both working memory and processing speed (p < .01 for both).

"comprehension was significantly predicted by working memory (p < .01) and marginally so by processing speed (p = .08). Word reading was significantly predicted by both working memory and processing speed (p < .01 for both)."

Christopher 2012 (2)¶

Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., Willcutt, E., & Olson, R. K. (2012). Predicting Word Reading and Comprehension with Executive Function and Speed Measures Across Development: A Latent Variable Analysis. Journal of Experimental Psychology: General. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3360115/

q3 · i? · associational · r2

Same constrained SEM across age groups. The article reports null paths: "Inhibition and naming speed did not independently predict comprehension or word reading" with p values ranging from .12 to .72. No effect sizes were printed, so impact is null.

"Inhibition and naming speed did not independently predict comprehension or word reading (p = .52 for inhibition to comprehension, p = .72 for naming speed to comprehension, p = .12 for inhibition to word reading, and p = .25 for naming speed and word reading)."

Discussion¶

Related Claims¶

• Gender differences appear in academic achievement and several cognitive parameters but not in inhibition/interference or social skills — related
• Full-scale IQ predicts reading comprehension more strongly than word reading, and working memory and processing speed remain significant predictors after IQ is controlled — related
• The unique link between naming speed and word reading partly depends on using alphanumeric stimuli; non-alphanumeric naming speed adds no unique prediction — related
• The four cognitive measures form four distinct but significantly correlated latent factors whose relations are stable across the two age groups — related
• Word reading and comprehension form distinct latent factors, supporting that the two constructs are separable with potentially different cognitive predictors — related
• The relation between word reading and reading comprehension is largely invariant across age groups 8 to 10 and 11 to 16 — related
• Age differences in text processing are examined in terms of the roles of working memory, inhibition, and processing speed — related
• Working memory, processing speed, and verbal comprehension weaknesses are shared across reading and math deficits — a broader claim this one bears on
• Response inhibition shows small to moderate associations with listening comprehension (r = .16 to .42), based on only two studies — related
• Inhibition/interference, working memory and processing speed correlate with adolescent academic achievement, while cognitive flexibility and social skills do not — related
• Reading deficits are uniquely associated with phoneme awareness and naming speed, whereas math deficits are uniquely associated with set shifting — related