Concurrent and Longitudinal Contributions of a Brief Assessment of Reading‐Specific Executive Function to Reading Comprehension in First and Second Grade Students-Reference-Cited by-同舟云学术

Concurrent and Longitudinal Contributions of a Brief Assessment of Reading‐Specific Executive Function to Reading Comprehension in First and Second Grade Students

Published:2020-02-14 Issue:2 Volume:14 Page:114-123
ISSN:1751-2271
Container-title:Mind, Brain, and Education
language:en
Short-container-title:Mind, Brain, and Education

Author:

Cartwright Kelly B.¹^ORCID,Marshall Timothy R.¹^ORCID,Hatfield Nathan A.¹²

Affiliation:

1. Christopher Newport University

2. Lenovo, 7001 Development Drive, Building 7, Design Center, Morrisville, NC, 27560

Funder

Christopher Newport University

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/mbe.12236

Reference66 articles.

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

2. Analysis of adult age differences on the Raven's Advanced Progressive Matrices Test.

3. Children's control over attention to phonological and semantic properties of words

4. Cognitive Mechanisms in Children's Gender Stereotyping: Theoretical and Educational Implications of a Cognitive-based Intervention

5. Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding

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