Oral reading fluency assessment assisted by AI: associations with executive functions and intelligence in schoolchildren.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2026-09-08 DOI:10.1080/21622965.2026.2729069

Rosana Vieira de Souza, Maiara da Silva Martins, Thaís Cecília Fiamoncini, Natália Camila Smidt, Victoria Matsuda Borella, Bernardo Bevilaqua Baldi, Miguel Gomes Garcia, Alexandre Vontobel Padoin, Thiago Wendt Viola

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引用次数: 0

Abstract

Objective: Oral reading fluency is central to reading proficiency, yet its relationships with distinct cognitive domains remain unclear. This study investigated the associations between oral reading fluency, executive functions, and intelligence in schoolchildren.

Methods: Students from the 2nd to the 5th grades (n = 106) were assessed through a standardized neuropsychological protocol. Reading fluency was measured using an artificial intelligence-based automated speech recognition system. Executive functions were assessed with phonemic verbal fluency (FAS), Go/No-Go, the Trail Making Test, and visuospatial working memory (Odd One Out). Intelligence was estimated through the Vocabulary and Matrix Reasoning subtests of the WASI.

Results: Oral reading correlated with spontaneous flexibility (FAS; ρ = 0.317), inhibitory control errors (ρ = -0.396), reactive flexibility (TMT-B; ρ = -0.356), and working memory (ρ = 0.347; all p < .001). In an integrated regression adjusted for age and sex, inhibitory control (β = 0.327, p = .004) and working memory (β = 0.289, p = .005) were independent predictors, explaining 37.0% of the variance in words correct per minute. No associations emerged with intelligence.

Conclusions: Oral reading fluency depends not only on linguistic automaticity but also on executive mechanisms, particularly inhibitory control and working memory, involved in monitoring and regulating reading.

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人工智能辅助下的口语阅读流畅性评估：与小学生执行功能和智力的关系。

目的：口语阅读流畅性是阅读能力的核心，但其与不同认知领域的关系尚不清楚。本研究探讨了小学生口语阅读流畅性、执行功能和智力之间的关系。方法：采用标准化的神经心理学方法对二年级至五年级的106名学生进行评估。阅读流畅度是用基于人工智能的自动语音识别系统来衡量的。执行功能通过语音流畅性（FAS）、Go/No-Go、Trail Making Test和视觉空间工作记忆（Odd One Out）来评估。通过WASI的词汇和矩阵推理子测试来评估智力。结果：口语阅读与自发灵活性（FAS, ρ = 0.317）、抑制控制误差（ρ = -0.396）、反应性灵活性（TMT-B, ρ = -0.356）、工作记忆（ρ = 0.347，均p < 0.001）相关。在调整了年龄和性别的综合回归中，抑制控制(β = 0.327, p =。004)和工作记忆(β = 0.289, p =。005)是独立的预测因子，每分钟解释正确字数的差异为37.0%。与智力没有关联。结论：口语阅读流畅性不仅取决于语言的自动性，还与执行机制有关，特别是抑制控制和工作记忆，它们参与了阅读的监控和调节。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.