Correlates of Executive Function and Reading Comprehension among Seventh Graders IN Itezhi-Tezhi District, Zambia

The aim of the paper was to determine the association between executive function and reading comprehension among seventh graders in Itezhi-tezhi District, Zambia. The study utilized a correlational research design. Simple and stratified random sampling techniques were used to select a total of 216 respondents comprising pupils and parents. Data were collected using the following testing tools: Behavioral Rating Inventory for Executive Functions second edition (BRIEF2), Delis-Kaplan Executive function system (D.KEFS), Digit Span (DS), Reading Comprehension Assessment Tool (RCAT), Kaufman’s Pattern Reasoning Test (K-PRT), Biographic Data Form (BDF), Home Literacy Environment Questionnaire (HLEQ) and School Literacy Environment Checklist (SELC). Data were analyzed using the Stata version14 to perform correlations. The results demonstrated that there was both positive and negative statistically significant correlation (p<0.001) among the three core skills of executive function (Inhibitory control; Cognitive flexibility and Working memory on objective measures using Digit Span (DST) and Delis-Kaplan Executive function system (D.KEFS). Whereas, on the subjective measures of executive function, the three core skills exhibited statistically negative correlation at different levels (Inhibitory control, r = -0.21, p=0.03), Cognitive flexibility, r = – 0.22, p=0.02) and Working memory, (r = -0.22, p=0.02). Further, a positive and negative statistically significant correlation was also noted with Task monitor (r = 0.19, p=0.05) and Organization of material (r = -0.25, p=0.01). However, an insignificant difference was observed in Self-monitor (r = -0.06, p=0.54), Emotional control (r = -0.03, p=0.72), Initiate (r = -0.18, p=0.07), Plan and organize (r = -0.18, p=0.06) as aspects of executive function skills which indicated no statistically correlation with reading comprehension.