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¿Deberían incluirse las funciones ejecutivas en los modelos de comprensión lectora y, en caso afirmativo, qué
Zsofia Imre1, Michelle Y Kibby1
1School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA.
Resumen
Las habilidades de las funciones ejecutivas (FE), incluida la memoria de trabajo y la resolución de problemas, predicen significativamente la comprensión lectora (CL) en niños. Esto desafía el modelo de la Vista Simple de la Lectura, sugiriendo una relación más compleja entre las habilidades cognitivas y la capacidad de lectura.
Sus antecedentes:
- El modelo de la Vista Simple de la Lectura (SVR) propone que la comprensión lectora (CL) depende únicamente de las habilidades básicas de lectura y lenguaje.
- La investigación emergente sugiere que las funciones ejecutivas (FE) también desempeñan un papel crucial en la CL.
- Se necesita una evaluación integral de varios aspectos de la FE como predictores de la CL, controlando las habilidades fundamentales de lectura y lenguaje.
Objetivo del estudio:
- Examinar exhaustivamente múltiples aspectos de las funciones ejecutivas (FE) como predictores de la comprensión lectora (CL).
- Desafiar el modelo de la Vista Simple de la Lectura investigando la contribución de la FE a la CL.
- Identificar componentes específicos de la FE que predicen la CL en niños de 8 a 12 años, controlando la lectura básica, la comprensión auditiva y el CI.
Principales métodos:
- Participaron una muestra mixta de 250 niños de 8 a 12 años.
- Se empleó un análisis de regresión jerárquica múltiple para predecir la CL.
- Las variables independientes incluyeron memoria de trabajo, cambio, inhibición, resolución de problemas, planificación y fluidez no verbal, mientras se controlaba la lectura básica, la comprensión auditiva y el CI.
Principales resultados:
- La memoria de trabajo, la resolución de problemas y la fluidez no verbal fueron predictores significativos de la comprensión lectora (CL).
- Estos hallazgos se observaron utilizando una tarea de CL de clausura, lo que indica la importancia de retener información en la mente (MT) y el pensamiento divergente (resolución de problemas, fluidez) para la finalización de la tarea.
- Los resultados sugieren que múltiples habilidades de FE contribuyen a la CL.
Conclusiones:
- El estudio apoya un paradigma multifacético para la comprensión lectora que incorpora las funciones ejecutivas (FE) más allá de la Vista Simple de la Lectura.
- La memoria de trabajo, la resolución de problemas y la fluidez no verbal son componentes cognitivos clave que contribuyen a la comprensión lectora en niños.
- Estos hallazgos tienen implicaciones para la comprensión del desarrollo de la lectura y la información sobre intervenciones educativas.
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