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Interacciones de la Decodificación, la Memoria de Trabajo y la Divagación Mental en la Comprensión Lectora
Abigail Farrell1, Paul T Cirino1, Marcia A Barnes2
1University of Houston, 4800 Calhoun Rd., Houston, TX, USA 77004.
Reading psychology
|January 26, 2026
Resumen
La divagación mental (DM) y las habilidades de decodificación interactúan para afectar la comprensión lectora (CL) en estudiantes hispanos de secundaria. La relación entre DM y CL depende de la habilidad de decodificación, aclarando las interacciones predictoras para el logro académico.
Área de la Ciencia:
- Psicología Cognitiva
- Psicología Educativa
- Psicología del Desarrollo
Sus antecedentes:
- La comprensión lectora (CL) está influenciada por la divagación mental (DM) y la memoria de trabajo (MT).
- Existe una investigación limitada sobre la interacción de la DM, la MT y la decodificación con la CL, especialmente en niños.
- Se necesita la generalización de los hallazgos de estudios de DM en adultos a niños.
Objetivo del estudio:
- Investigar las relaciones interactivas entre la DM, la MT y la decodificación y su impacto en la CL.
- Examinar estas relaciones en estudiantes hispanos de secundaria en riesgo de dificultades académicas.
- Abordar la brecha en la investigación sobre la DM en poblaciones infantiles.
Principales métodos:
- Se estudió a 212 estudiantes hispanos de secundaria con origen hispanohablante.
- Se evaluaron la divagación mental (DM), la memoria de trabajo (MT) y las habilidades de decodificación.
- Se analizaron las relaciones e interacciones entre estos factores y la comprensión lectora (CL).
Principales resultados:
- La DM, la MT y la decodificación estuvieron significativamente relacionadas con la CL.
- La relación entre la DM y la CL dependió de la medida específica de DM utilizada.
- Se encontró una interacción significativa entre la DM y la decodificación para la CL: la relación DM-CL varió según el nivel de habilidad de decodificación.
Conclusiones:
- La interacción entre la DM y las habilidades de decodificación es crucial para comprender la comprensión lectora.
- Los hallazgos resaltan la compleja interacción de los factores cognitivos en el logro académico de jóvenes en riesgo.
- Los resultados enfatizan la necesidad de intervenciones personalizadas que consideren las habilidades de decodificación individuales y el potencial de divagación mental.
Palabras clave:
divagación mentalmemoria de trabajodecodificacióncomprensión lectoraestudiantes hispanos de secundariainteracciones cognitivaslogro académicoMás Videos Relacionados
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