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

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Abstract

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.

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Acknowledgements

This research was supported by 2 P20 HD075443 and Core Grant HD15052 from the Eunice Kennedy Shriver National Institute of Child Health & Human Development to Vanderbilt University. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health & Human Development or the National Institutes of Health.

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Authors and Affiliations

  1. College of Education, North Carolina State University, Raleigh, NC, 27695, USA

    Jackie Eunjung Relyea

  2. College of Education, Michigan State University, East Lansing, MI, 48824, USA

    Eunsoo Cho

  3. Neag School of Education, University of Connecticut, Storrs, CT, 06269, USA

    Elizabeth Zagata

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  1. Jackie Eunjung Relyea
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Correspondence to Jackie Eunjung Relyea.

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Relyea, J.E., Cho, E. & Zagata, E. First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis. Ann. of Dyslexia 73, 29–52 (2023). https://doi.org/10.1007/s11881-022-00272-2

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