Incidence of Executive Functions on Reading Comprehension Performance in Adolescents

Abstract

Introduction. Reading comprehension is a complex cognitive skill that has been associated with executive functions such as working memory (WM) and inhibition. Given that the de-velopment of these abilities continues through late adolescence, this study seeks to explore the role that both processes play with respect to varying levels of reading comprehension perfor-mance in adolescents in two age groups. Method. We evaluated performance in the comprehension of texts, WM, inhibition, reading fluency and verbal skills in 104 adolescents (12/13 years of age n= 53; 17/18 years of age n= 51). Results. We found that reading comprehension performance, WM and inhibition increased significantly with age. Further, a partial correlation showed that reading comprehension is associated with: verbal skills, WM and inhibition. Lastly, group difference testing indicates that students with high and low comprehension performance differ significantly in verbal skills and executive functioning in the 12/13 age group. In the 17/18 age group, however, they only differed significantly in terms of verbal skills. Conclusion. Reading comprehension, WM and inhibition improve during adolescence. How-ever, the relationship among these abilities differs by age group.