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Characteristics of Executive function in Sub-Group of Elementary School Children with Reading Difficulties

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(2), pp.109-125
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Jung, Gwi-Yeon 1 WHA-SOO KIM 2 Kunyong Rhee 3

1대구대학교 언어치료학과
2대구대학교 언어치료학과, 국제 재활과학 연구소
3대구대학교 직업재활학과

Accredited

ABSTRACT

This study performed a reading test (word recognition, reading comprehension)on 4th to 6th graders of elementary school to divide them into children withword recognition and comprehension defects and children with readingcomprehension defects. Then, on both groups executive function tests (verbalworking memory-forward digit span, backward digit span, planning skillsmaze,inhibition-Stroop test; color-word trial test) were conducted. Resultsof the study are as follow: First, for the executive function between childrenwith word recognition and comprehension defects and those with readingcomprehension defects, both groups showed a significant difference, while nosignificant difference for planning skills and inhibition. Second, children withword recognition and comprehension defects showed no significant correlationwith executive functions for both word recognition and comprehension. Besides,while word recognition and reading comprehension in children with readingcomprehension defects showed a significant correlation with planning skills.

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