The Role of Executive Function in Literacy: Investigations of English Reading and Chinese Writing

Abstract

This dissertation aimed to study the role of executive function (with a major focus on working memory [WM] skills) in English reading and Chinese writing. The first study examined the growth trajectories of WM and reading as well as the causal role of WM in reading in English monolinguals (EL1s) and English Language Learners (ELLs); the second study investigated if executive function deficits and slow growth rates were risk factors of typically developing Kindergarteners to have late-emerging reading difficulties; and the third study examined direct and indirect contributions of WM to Chinese character, word and composition writing to understand cognitive processing in Chinese writing. Results showed that WM played a causal role in initial reading development across language proficiency groups. Also, WM, shifting and inhibition deficits as well as a slow growth rate of WM were risk factors of a typical Kindergartener to have late-emerging reading difficulty. Further, WM directly contributed to character-based phono-semantic processing and word writing accuracy, and indirectly predicted Chinese writing quality through word writing accuracy. Suggestions for future research and educational implications are provided.