Browsing by Author "Escobar Torres, José Pablo"

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    Construcción y validación de una prueba de evaluación de competencia lectora inicial basada en computador
    (2011) Rosas Díaz, Ricardo; Medina Morales, Lorena; Meneses, Alejandra; Guajardo Vergara, Alejandra Paz; Cuchacovich Francos, Stephanie; Escobar Torres, José Pablo
    En el contexto de la situación lectora en Chile, y dada la necesidad de contar con instrumentos fiables que permitan la evaluación de la lectura, especialmente en los niveles iniciales de su aprendizaje, este estudio tiene el objetivo de validar una prueba de evaluación de la competencia lectora inicial basada en computador. Se utilizó una muestra de 527 niños estratificada por género, nivel socioeconómico y nivel escolar de tres escuelas de la Región Metropolitana de Santiago; los participantes fueron evaluados mediante las pruebas ABCDeti, CLP, SEPA-SEP y categorizados según su desempeño lector de acuerdo al criterio del profesor. Los resultados muestran que la prueba posee un alpha de Crombach de .961. Se encontraron, además, indicadores de confiabilidad aceptables por dimensiones y niveles escolares pertinentes; una correlación moderada con la prueba SEPA-SEP (r=.447), y evidencia consistente de discriminación con el criterio del desempeño lector según el profesor. Su estructura factorial por nivel escolar es pertinente y concordante con la evidencia empírica. En su conjunto, la evidencia presentada permite sostener la validez y confiabilidad de la prueba ABCDeti, demostrando así ser un instrumento robusto para la evaluación de la competencia lectora de prekínder a cuarto básico.
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    Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions: contributions to science text reading comprehension
    (2024) Escobar Torres, José Pablo; Meneses, Alejandra; Hugo Rojas, Evelyn Susana; Taboada Barber, Ana; Montenegro Maggio, Maximiliano José
    Background: Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain‐general and reading‐specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students. Methods: A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain‐general and reading‐specific cognitive flexibility, academic vocabulary and science reading comprehension.Results: The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain‐specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain‐general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6.Conclusions: These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed.
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    Evaluating the rapid automatized naming and arithmetical fluency relationship in Chilean first grade students
    (2021) Escobar Torres, José Pablo; Porflitt Becerra, Felipe Ignacio; Ceric, Francisco
    Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This study explores the relationship between RAN, counting and arithmetic fluency in Chilean first graders. A total of 102 participants were evaluated with RAN letters, phonological awareness, counting, arithmetical fluency, inhibition and verbal working memory. Results show moderate correlations between RAN and counting with arithmetical fluency. After controlling for the effect of all the variables, RAN still explains a significant variance of arithmetical fluency. Although the nature of the relationship between RAN and arithmetical fluency is multi-componential, our results only confirm the role of working memory when simultaneous counting is considered in the model. Therefore, RAN is not only an important cognitive variable related to reading processes but also a key one for mathematical skills, especially when they involve a fluency component.