{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/14738"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/14738","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"A Less Simple View of Reading: The Role of Inhibition and Working Memory in the Decoding-Comprehension Relationship","abstract":"The present study examines the influencing effect of executive functions, specifically inhibition and working memory, on the relationship between decoding and reading comprehension. The current research suggests that the decoding-comprehension relationship is likely more complex than past theoretical models have postulated. Recently, the idea that non-linguistic cognitive skills may be responsible for this relationship has gained traction. As a part of the NHLP, a longitudinal cohort study conducted in New Haven, Connecticut, 256 students were asked to complete reading and executive function measures, as the children progressed through grade 1 and 2. These measures included tasks independently designed to assess decoding, working memory, inhibition and vocabulary, as well as two separate measures of reading comprehension. Results showed that inhibition acted as a significant mediator in both the decoding-comprehension and vocabulary-comprehension relationships. The results also showed that working memory acted as a significant moderator of the direct effect in the decoding-comprehension relationship, but did not moderate the vocabulary-comprehension relationship. These findings support the idea that decoding and language alone are not solely responsible for reading comprehension performance, and that other non-linguistic factors must be taken into consideration. Better understanding the decoding-comprehension relationship has important implications for teaching practice, and early identification and intervention required for exceptional learners.","abstract_html":"The present study examines the influencing effect of executive functions, specifically inhibition and working memory, on the relationship between decoding and reading comprehension. The current research suggests that the decoding-comprehension relationship is likely more complex than past theoretical models have postulated. Recently, the idea that non-linguistic cognitive skills may be responsible for this relationship has gained traction. As a part of the NHLP, a longitudinal cohort study conducted in New Haven, Connecticut, 256 students were asked to complete reading and executive function measures, as the children progressed through grade 1 and 2. These measures included tasks independently designed to assess decoding, working memory, inhibition and vocabulary, as well as two separate measures of reading comprehension. Results showed that inhibition acted as a significant mediator in both the decoding-comprehension and vocabulary-comprehension relationships. The results also showed that working memory acted as a significant moderator of the direct effect in the decoding-comprehension relationship, but did not moderate the vocabulary-comprehension relationship. These findings support the idea that decoding and language alone are not solely responsible for reading comprehension performance, and that other non-linguistic factors must be taken into consideration. Better understanding the decoding-comprehension relationship has important implications for teaching practice, and early identification and intervention required for exceptional learners.","abstract_has_math":false,"creators":["McClure, Jane"],"institution":"Brock University","degree_name":"M.A. Child and Youth Studies","degree_level":"Masters","degree_discipline":"Faculty of Social Sciences","degree_department":"Department of Child and Youth Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-02-25T20:38:07Z","date_published":"2020-02-25T20:38:07Z","updated_at":"2026-07-24T01:23:04Z","subjects":["reading","decoding","inhibition","working memory","reading comprehension"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/14738","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Child and Youth Studies"]},{"key":"dc:creator","label":"Author","values":["McClure, Jane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-02-25T20:38:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-02-25T20:38:07Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-02-25T20:38:07Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Child and Youth Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["reading","decoding","inhibition","working memory","reading comprehension"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/14738"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present study examines the influencing effect of executive functions, specifically inhibition and working memory, on the relationship between decoding and reading comprehension. The current research suggests that the decoding-comprehension relationship is likely more complex than past theoretical models have postulated. Recently, the idea that non-linguistic cognitive skills may be responsible for this relationship has gained traction. As a part of the NHLP, a longitudinal cohort study conducted in New Haven, Connecticut, 256 students were asked to complete reading and executive function measures, as the children progressed through grade 1 and 2. These measures included tasks independently designed to assess decoding, working memory, inhibition and vocabulary, as well as two separate measures of reading comprehension. Results showed that inhibition acted as a significant mediator in both the decoding-comprehension and vocabulary-comprehension relationships. The results also showed that working memory acted as a significant moderator of the direct effect in the decoding-comprehension relationship, but did not moderate the vocabulary-comprehension relationship. These findings support the idea that decoding and language alone are not solely responsible for reading comprehension performance, and that other non-linguistic factors must be taken into consideration. Better understanding the decoding-comprehension relationship has important implications for teaching practice, and early identification and intervention required for exceptional learners."]},{"key":"dc:title","label":"Title","values":["A Less Simple View of Reading: The Role of Inhibition and Working Memory in the Decoding-Comprehension Relationship"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Child and Youth Studies"],"dc:creator":["McClure, Jane"],"dc:date.accessioned":["2020-02-25T20:38:07Z"],"dc:date.available":["2020-02-25T20:38:07Z"],"dc:date.issued":["2020-02-25T20:38:07Z"],"dc:description.abstract":["The present study examines the influencing effect of executive functions, specifically inhibition and working memory, on the relationship between decoding and reading comprehension. The current research suggests that the decoding-comprehension relationship is likely more complex than past theoretical models have postulated. Recently, the idea that non-linguistic cognitive skills may be responsible for this relationship has gained traction. As a part of the NHLP, a longitudinal cohort study conducted in New Haven, Connecticut, 256 students were asked to complete reading and executive function measures, as the children progressed through grade 1 and 2. These measures included tasks independently designed to assess decoding, working memory, inhibition and vocabulary, as well as two separate measures of reading comprehension. Results showed that inhibition acted as a significant mediator in both the decoding-comprehension and vocabulary-comprehension relationships. The results also showed that working memory acted as a significant moderator of the direct effect in the decoding-comprehension relationship, but did not moderate the vocabulary-comprehension relationship. These findings support the idea that decoding and language alone are not solely responsible for reading comprehension performance, and that other non-linguistic factors must be taken into consideration. Better understanding the decoding-comprehension relationship has important implications for teaching practice, and early identification and intervention required for exceptional learners."],"dc:identifier.uri":["http://hdl.handle.net/10464/14738"],"dc:language.iso":["eng"],"dc:subject":["reading","decoding","inhibition","working memory","reading comprehension"],"dc:title":["A Less Simple View of Reading: The Role of Inhibition and Working Memory in the Decoding-Comprehension Relationship"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Child and Youth Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:04Z"}