Reading Deficits, Executive Functions, and Social Adjustment Problems: Direct and Mediated Relations

Abstract

Abstract The main objective of the present study was to examine the direct and indirect relations between reading deficits, executive functions, and social adjustment problems in a sample of 210 adolescents. Results demonstrated significant positive correlations between reading deficits, executive function deficits, and social adjustment problems. Furthermore, the findings from two multimediation models indicated that, of three behavioral regulation deficits, inhibition, and, of five metacognitive deficits, initiate and working memory were significant mediators of the reading deficit-social adjustment problem association. We conclude that specific executive function deficits explain the association between reading deficits and social adjustment problems. Implications of the current findings are discussed along with suggestions for interventions to improve reading abilities and executive functions to make adolescents better able to adjust in their social context.

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