An Experimental Study On The Promotion Of The Central Executive Function To The Improvement Of Chinese Reading Ability Of Primary School Students

The school age is a golden period for children’s overall development and a critical period for learning language and improving their abilities.Reading ability occupies an important place in language learning of elementary school students and is an important element of elementary school teaching.Studies have confirmed that working memory plays an important role in language reading comprehension.Central executive function is one of the subcomponents of working memory,which is closely related to higher cognitive activities and has a more prominent influence on reading ability.Based on this,this study grasps the general situation of central executive function development and language reading ability in elementary school children,clarifies the correlation between the two,and reveals the role of the three subcomponents of central executive function in enhancing language reading ability of elementary school students through facilitating training of central executive function,and finally explores new methods for improving reading ability and academic performance of language subjects of elementary school students,and provides new ideas for exploring more effective language The study provides new ideas for exploring more effective methods of teaching reading education.Methods: A total of 130 students in grades 2,4,and 6 of an elementary school in Y city were pretested with the Stroop task,the number conversion task,and the number refreshing task and the Primary School Language Reading Ability Assessment Scale to investigate the current status of central executive function and language reading ability and the relationship between them;64 subjects in the training group were trained with central executive function intervention for 10 weeks,and a post-test was administered to all subjects at the end of the training period to test the effectiveness of the training and the improvement of language reading ability.Results:(1)Overall central executive function: second grade students scored low on each dimension and fourth and sixth grade students scored good on each dimension;overall language reading ability: second(M=70.03),fourth(M=70.07),and sixth(M=70.44)grade students scored high on the mean and were in good condition;(2)on demographic variables: some elementary school students scored low on each dimension of central executive function on mother’s education and father’s education;some elementary school students’ language reading ability and each dimension were significantly different in terms of gender,mother’s education and father’s education;(3)the correct rate of inhibition function,correct rate of refresh function and correct rate of conversion function of central executive function of elementary school students were positively correlated with the total score and dimensions of language reading ability;(4)the correct rate of inhibition function,correct rate of refresh function and correct rate of conversion function of central executive function of elementary school students(5)the post-test scores of the central executive function in the second,fourth and sixth grade training groups were significantly improved compared to the pre-test scores(p <0.01),while the pre-test and post-test scores of the control group were not significant;(6)the simple effects of the pre-test and post-test in the second,fourth and sixth grade training groups were significant,i.e.,the post-test scores were significantly improved compared to the pre-test scores(p < 0.01).(6)The simple effect of pre and post test was significant in the second,fourth and sixth grade training groups,i.e.,the post test scores were significantly improved compared to the pre test scores(p < 0.01),and the simple effect of pre and post test was not significant in the control group.Conclusions:(1)the overall situation of elementary school students’ central executive function and language reading ability was good;(2)there were differences in elementary school students’ central executive function and language reading ability in terms of gender,mother’s education and father’s education;(3)the correct rate of inhibition function,correct rate of refresh function and correct rate of conversion function in elementary school students’ central executive function were significantly and positively correlated with the total score and each dimension of language reading ability;(4)The scores of the three dimensions of inhibitory function correctness,refresh function correctness and conversion function correctness in the central executive function of elementary school students could positively predict their language reading ability levels;(5)central executive function training could effectively promote the central executive function levels of elementary school students;(6)central executive function training could effectively improve the language reading performance of elementary school students.