Relations between executive functions and reading skills among plurilingual children from Kindergarten to Grade 2
Bibliographic record
Abstract
This study aims to explore the longitudinal relations among plurilingual children’s emerging executive functions and their English reading skills (word identification, reading fluency, reading comprehension) from Kindergarten to Grade 2. The sample included 164 monolingual English-speaking children and 143 plurilingual children who speak English and one or more additional languages. Children’s executive functioning (i.e. working memory; inhibitory control; cognitive flexibility) and reading skills (i.e. decoding; Reading Fluency; Passage comprehension) were assessed in Kindergarten and at the end of Grade 1 and Grade 2. A series of structural equation models were generated to explore how development of an executive system from the age of 5 years predicts reading skill development in Grade 1 and 2. Preliminary findings suggest that on average, plurilingual and monolingual English speaking children develop English reading skills at a similar rate and to proficiency levels that are comparable over time. A deeper investigation of their executive functioning system will give us more information about the contribution of these cognitive processes on their reading performances. Thus, this study aims to contribute to guide and help to better design intervention and guide practices for Canadian teachers from schools coming from diverse cultural contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".