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Executive functions for reading and writing in typical literacy development and dyslexia.

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Title: Executive functions for reading and writing in typical literacy development and dyslexia.
Authors: Altemeier, LeahE. (AUTHOR), Abbott, RobertD. (AUTHOR), Berninger, VirginiaW. (AUTHOR)
Source: Journal of Clinical & Experimental Neuropsychology. Jul2008, Vol. 30 Issue 5, p588-606. 19p. 6 Charts, 3 Graphs.
Subjects: Literacy, Dyslexia, People with dyslexia, Juvenile diseases, Fourth grade (Education)
Abstract: Experiment 1: Hierarchical linear modeling of growth trajectories of three executive functions (inhibition; rapid automatic switching, RAS; and combined inhibition/switching) in typical readers and writers showed steady improvement of inhibition but leveling of RAS and inhibition/switching about fourth grade. In multiple regressions, RAS, entered after inhibition, contributed uniquely to literacy outcomes at every grade. Improvement of executive functions over the first four grades predicted literacy outcomes at fourth grade. Experiment 2: For children with dyslexia, executive functions explained less variance in literacy outcomes, and boys were worse in inhibition and inhibition/switching. Developmental, educational, and clinical significance of findings are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Clinical & Experimental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Executive functions for reading and writing in typical literacy development and dyslexia.
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  Data: <searchLink fieldCode="AR" term="%22Altemeier%2C+LeahE%2E%22">Altemeier, LeahE.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Abbott%2C+RobertD%2E%22">Abbott, RobertD.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Berninger%2C+VirginiaW%2E%22">Berninger, VirginiaW.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Clinical+%26+Experimental+Neuropsychology%22">Journal of Clinical & Experimental Neuropsychology</searchLink>. Jul2008, Vol. 30 Issue 5, p588-606. 19p. 6 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+dyslexia%22">People with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Juvenile+diseases%22">Juvenile diseases</searchLink><br /><searchLink fieldCode="DE" term="%22Fourth+grade+%28Education%29%22">Fourth grade (Education)</searchLink>
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  Label: Abstract
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  Data: Experiment 1: Hierarchical linear modeling of growth trajectories of three executive functions (inhibition; rapid automatic switching, RAS; and combined inhibition/switching) in typical readers and writers showed steady improvement of inhibition but leveling of RAS and inhibition/switching about fourth grade. In multiple regressions, RAS, entered after inhibition, contributed uniquely to literacy outcomes at every grade. Improvement of executive functions over the first four grades predicted literacy outcomes at fourth grade. Experiment 2: For children with dyslexia, executive functions explained less variance in literacy outcomes, and boys were worse in inhibition and inhibition/switching. Developmental, educational, and clinical significance of findings are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Clinical & Experimental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13803390701562818
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 19
        StartPage: 588
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: People with dyslexia
        Type: general
      – SubjectFull: Juvenile diseases
        Type: general
      – SubjectFull: Fourth grade (Education)
        Type: general
    Titles:
      – TitleFull: Executive functions for reading and writing in typical literacy development and dyslexia.
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            NameFull: Abbott, RobertD.
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              Text: Jul2008
              Type: published
              Y: 2008
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            – TitleFull: Journal of Clinical & Experimental Neuropsychology
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