THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS

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dc.contributor.advisorSilverman, Rebecca Den_US
dc.contributor.authorMeyer, Annaen_US
dc.contributor.departmentSpecial Educationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2018-09-07T05:44:52Z
dc.date.available2018-09-07T05:44:52Z
dc.date.issued2018en_US
dc.description.abstractResearch suggests that EF can aid in the prediction of RC. However, much of the existing research into the relationship between these two variables has relied on statistical correlations and simple linear regression, neither of which fully capture the complexity of their theoretical relationship and other known contributors to RC, such as decoding and linguistic comprehension. Accordingly, this dissertation study investigated the relationship between EF and RC through a synthesis of the literature and two separate empirical studies. The first empirical study investigate whether (1) a latent construct of EF, measured by separate assessments of working memory, shifting, and inhibition, makes unique direct contribution to the prediction of RC and (2) whether EF’s latent construct mediates the prediction of RC through decoding and a latent construct of linguistic comprehension. The second empirical study investigated whether (1) a latent construct of EF, measured by separate assessments of working memory, shifting, and inhibition, makes unique direct contribution to the prediction of RC and (2) whether EF’s latent construct mediates the prediction of RC through decoding and a latent construct of linguistic comprehension. Both empirical studies examined this relationship in linguistically diverse learners (LDLs) as an understudied population to extend the current research base. Specifically, the sample included three groups of LDL students: (a) English Learners (ELs), or students who speak a language other than or in addition to English in the home and who are receiving school-based English language services because they have not passed an English language proficiency exam, (b) R-ELs, or students who speak a language other than or in addition to English in the home but have passed an English language proficiency exam and have thus been recently exited from EL services, and (c) EL students from the above cohorts who the school identified as having a disability. Language and disability status, respectively, were entered as moderators in the above models to test for significant differences by group. Limitations of the dissertation study and directions for future research are discussed.en_US
dc.identifierhttps://doi.org/10.13016/M2GQ6R56R
dc.identifier.urihttp://hdl.handle.net/1903/21172
dc.language.isoenen_US
dc.subject.pqcontrolledSpecial educationen_US
dc.subject.pquncontrolledDecodingen_US
dc.subject.pquncontrolledEnglish Learnersen_US
dc.subject.pquncontrolledExecutive Functionen_US
dc.subject.pquncontrolledLinguistic Comprehensionen_US
dc.subject.pquncontrolledReading Comprehensionen_US
dc.subject.pquncontrolledStudents with Disabilitiesen_US
dc.titleTHE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERSen_US
dc.typeDissertationen_US

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