This study investigated the reciprocal associations between executive functioning (EF) and word reading among Chinese-speaking kindergarteners in Hong Kong, China. A total of 523 Chinese children (mean age at time 1 = 52.59 months; 52.9% male) from kindergarten grade 2 (K2) were administered the assessment measures of executive functioning: inhibitory control, attention shifting, working memory, and Chinese word reading across two time points separated by one year. These children were reassessed with these measures at time 2. Results from the cross-lagged panel model revealed that, controlling for child age, gender, and parental education levels, children’s word reading at time 1 was significantly predictive of their working memory at time 2, but that the three EF skills at time 1 were not predictive of word reading at time 2. The findings highlighted the role of early word reading in promoting children’s working memory. Copyright © 2020 ARWA.
|Publication status||Published - Sep 2020|
CitationFung, W. K., Chung, K. K. H., & Lam, C. B. (2020, September). Longitudinal associations between executive functioning and word reading in Hong Kong Chinese kindergarten children [Zoom]. Paper presented at the 4th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2020), Beijing, China.
- Executive functioning
- Chinese word reading
- Kindergarten children