Examination of the Role of Book Layout, Executive Function, and Processing Speed On Children’s Decoding and Reading Comprehension
- Karrie Godwin, Kent State University, Kent, Ohio, United States
- Cassondra Eng, Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States
- Rachael Todaro, Educational psychology, Kent State University, Kent, Ohio, United States
- Grace Murray, Educational Psychology, Kent State University, Kent, Ohio, United States
- Anna Fisher, Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States
AbstractBooks designed for beginning readers typically intermix text with illustrations in close proximity. Prior research suggests this standard layout may reduce literacy skills due to increased attentional competition between text and illustrations. The current study extends this work by examining whether manipulations to the book layout can enhance reading performance and explores whether individual differences in executive function and processing speed are related to children’s decoding and reading comprehension when reading books which utilize the standard layout. Separating text and illustrations improved reading comprehension. Preliminary results also suggest working memory, inhibitory control, and processing speed are related to reading performance.
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