First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis

• Published in: Annals of dyslexia 2023-04, Vol.73 (1), p.29-52
• Main Authors: Relyea, Jackie Eunjung, Cho, Eunsoo, Zagata, Elizabeth
• Format: Article
• Language: English
• Subjects: Child; Child, Preschool; Children; Cognition; Cognitive Processes; Dyslexia; Education; Elementary School Students; English language; English Language Learners; Executive Function; Flexibility; Grade 1; Humans; Kindergarten; Language and Literature; Linguistics; Longitudinal Studies; Multilingualism; Neurology; Psycholinguistics; Reading; Reading Achievement; Reading Difficulties; Short term memory; Social Sciences; Students
• ISSN: 0736-9387; 1934-7243
• DOI: 10.1007/s11881-022-00272-2

Although the important role of children’s executive function (EF) in their reading development has been well-established, less is known about the extent to which multilingual children’s EF components vary and whether the variability in different EF abilities explains multilingual children’s English reading achievement. The present study explored the US first-grade multilingual children’s ( N  = 3,819) profiles of EF abilities and how the profile membership was associated with their English reading achievement, using a nationally representative sample of multilingual children from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K: 2011) study. We fit latent profile analysis with various EF components, including working memory, cognitive flexibility, inhibitory control, approaches to learning, and attentional focus, and found three distinct EF profiles in multilingual children: (a) Below-Average EFs with Above-Average Cognitive Flexibility (10.13%), (b) Above-Average EFs (84.09%), and (c) Very Low Cognitive Flexibility (5.78%). Controlling for kindergarten English reading achievement scores and demographic variables, children in the Above-Average EFs profile attained a significantly higher English reading achievement score than their peers, while children in the Very Low Cognitive Flexibility group had the lowest English reading achievement score. Our findings highlight the importance of understanding multilingual children’s heterogeneity in EF and have implications for the early identification of and tailored intervention for multilingual children at risk for reading difficulties.