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Reading‐Specific Flexibility Moderates the Relation Between Reading Strategy Use and Reading Comprehension During the Elementary Years
Author(s) -
Gnaedinger Emily K.,
Hund Alycia M.,
HessonMcInnis Matthew S.
Publication year - 2016
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12125
Subject(s) - fluency , reading (process) , vocabulary , reading comprehension , flexibility (engineering) , psychology , cognitive flexibility , cognitive psychology , card sorting , comprehension , task (project management) , cognition , relation (database) , computer science , linguistics , mathematics education , mathematics , philosophy , statistics , management , database , neuroscience , programming language , economics
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy‐five second‐ through fifth‐grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card‐sorting tasks to measure general and reading‐specific cognitive flexibility, and one standardized measure of reading comprehension, as well as measures of oral reading fluency and vocabulary. As expected, oral reading fluency and vocabulary predicted reading comprehension, as did reading‐specific flexibility. Importantly, reading‐specific flexibility had a significant moderating effect, over and above the other effects. Specifically, weak reading‐specific flexibility skills were associated with a negative relation between reading strategy use during think aloud and reading comprehension, suggesting that children with weak flexibility skills are less adept at using reading strategies effectively.