What is the role of executive functions in longitudinally predicting reading success in general and perceptual-span size in particular? We present two new waves of our sequential-cohort longitudinal study of perceptual-span development, including five waves totally spanning grades 1 to 10. Using nonlinear mixed effects growth-curve modeling we here show that executive functioning measured in the early primary-school years predicts reading performance seven years later, even if controlled for initial reading performance. Moreover, the two variables exerted an interactive influence, suggesting mutual benefit. Effects of initial executive functioning on the final perceptual span were even more pronounced than on reading rate, suggesting a substantial contribution of executive processes to perceptual-span development. Perceptual-span development is critical for successful reading: The initial reading-rate difference between slower and faster readers diverged at the point when perceptual-span development was fastest, and stabilized at inflated differences thereafter. In an educational setting, early tests of executive functioning may be useful for identifying children who are likely to need intervention to become proficient readers.

中文翻译：

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执行功能预测七年后阅读技能和知觉广度的发展

执行功能在纵向预测一般阅读成功率和特别是感知跨度大小方面的作用是什么？我们提出了知觉跨度发展的连续队列纵向研究的两个新浪潮，包括完全跨越 1 至 10 年级的五个浪潮。使用非线性混合效应生长曲线模型，我们在此表明​​，在小学早期测量的执行功能预测七年后的阅读表现，即使控制了初始阅读表现。而且，这两个变量还存在交互影响，互利共赢。初始执​​行功能对最终知觉跨度的影响甚至比对阅读率的影响更为明显，这表明执行过程对知觉跨度的发展做出了重大贡献。知觉跨度的发展对于成功阅读至关重要：较慢和较快的读者之间的初始阅读率差异在知觉跨度发展最快的时刻出现分歧，此后稳定在扩大的差异。在教育环境中，执行功能的早期测试可能有助于识别可能需要干预才能成为熟练阅读者的儿童。