Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation
Author:
Funder
Graduate Center CUNY
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Link
https://link.springer.com/content/pdf/10.1007/s10648-020-09526-0.pdf
Reference157 articles.
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2. Al Otaiba, S., Connor, C., Lane, H., Kosanovich, M. L., Schatschneider, C., Dyrlund, A. K., et al. (2008). Reading first kindergarten classroom instruction and students’ growth in phonological awareness and letter naming–decoding fluency. Journal of School Psychology, 46(3), 281–314. https://doi.org/10.1016/j.jsp.2007.06.002.
3. *Altani, A., Protopapas, A., & Georgiou, G. K. (2017). The contribution of executive functions to naming digits, objects, and words. Reading and Writing, 30(1), 121–141. https://doi.org/10.1007/s11145-016-9666-4.
4. Anderson, V. A., Anderson, P., Northam, E., Jacobs, R., & Catroppa, C. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Developmental Neuropsychology, 20(1), 385–406. https://doi.org/10.1207/S15326942DN2001_5.
5. *Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory tos reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325–346. https://doi.org/10.1080/10888438.2014.902461.
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