Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?

Reading skills are essential adaptive skills for daily life, enabling individuals to function effectively in society. This study examines the relations between executive functions components - including inhibition, working memory, and cognitive flexibility - and reading comprehension in both narrative and expository texts. A total of 263 fourth grade elementary school students participated in this study, who were evaluated on their reading comprehension skills, as well as on their executive functions and reading variables such as word reading, fluency and vocabulary. The results of this study suggest that inhibition, working memory and cognitive flexibility have direct and indirect effects on reading comprehension of narrative and expository texts. Especially, the direct effect of working memory is highlighted, both for reading comprehension of expository and narrative texts. Additionally, academic vocabulary is an important mediating variable between executive functions, especially inhibition, and reading comprehension in students of this age. These findings underscore the relevance of strengthening executive functions to improve reading comprehension, especially in middle school students.