Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions: contributions to science text reading comprehension

Simple item page
dc.catalogadorpva
dc.contributor.authorEscobar Torres, José Pablo
dc.contributor.authorMeneses, Alejandra
dc.contributor.authorHugo Rojas, Evelyn Susana
dc.contributor.authorTaboada Barber, Ana
dc.contributor.authorMontenegro Maggio, Maximiliano José
dc.date.accessioned2024-03-15T14:36:16Z
dc.date.available2024-03-15T14:36:16Z
dc.date.issued2024
dc.description.abstractBackground: 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.
dc.fechaingreso.objetodigital2024-03-20
dc.fuente.origenORCID
dc.identifier.doi10.1111/1467-9817.12446
dc.identifier.urihttps://doi.org/10.1111/1467-9817.12446
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/84484
dc.information.autorucEscuela de Psicología; Escobar Torres, José Pablo; S/I; 181392
dc.information.autorucFacultad de Letras; Meneses, Alejandra; 0000-0002-6563-5117; 16566
dc.information.autorucFacultad de Letras; Hugo Rojas, Evelyn Susana; 0000-0001-6094-9689; 164751
dc.information.autorucFacultad de Educación; Taboada Barber, Ana; S/I; 1072453
dc.information.autorucFacultad de Educación; Montenegro Maggio, Maximiliano José; 0000-0002-2587-1908; 1007867
dc.language.isoen
dc.nota.accesoContenido parcial
dc.revistaJournal of Research in Reading
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleDomain‐general and reading‐specific cognitive flexibility and its relation with other executive functions: contributions to science text reading comprehension
dc.typeartículo
sipa.codpersvinculados16566
sipa.codpersvinculados181392
sipa.codpersvinculados164751
sipa.codpersvinculados1072453
sipa.codpersvinculados1007867
sipa.trazabilidadORCID;2024-03-11
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions.pdf
Size:
46.51 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Artículos de revistas