Executive functioning in students with different levels of reading comprehension

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Published: Apr 29, 2018
DOI: https://doi.org/10.17060/ijodaep.2018.n1.v2.1239
Keywords:
executive functioning reading comprehension working memory attention metacognition

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Rebeca Siegenthaler Hierro
Universidad Jaume I de Castellón
Javier Rello Segovia
Universidad Jaume I de Castellón
Jessica Mercader Ruiz
Universidad Jaume I de Castellón
Mª Jesús Presentación Herrero
Universidad Jaume I de Castellón

Abstract

The aim of this study was to analyze the differences in executive functioning (EF) between two groups of subjects in the last cycle of Primary Education with different levels of reading comprehension (medium-high and medium-low). The sample consisted of 148 children (78 and 70 respectively). The participants passed neuropsychological tasks related to the executive functions of working memory, inhibition and attention. To evaluate the behavioral FE, their teachers also completed the questionnaire Behavior Rating Inventory of Executive Function (BRIEF, Gioia, Isquith, Guy and Kenworthy, 2000). The results showed differences between both groups in neuropsychological tasks of working memory and attention. Especially important were the differences found in all the factors included in the metacognition index of the BRIEF completed by the teachers. The implications of these findings for research and psychoeducational practice are discussed.

 

 

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How to Cite
Siegenthaler Hierro, R., Rello Segovia, J., Mercader Ruiz, J., & Presentación Herrero, M. J. (2018). Executive functioning in students with different levels of reading comprehension. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 347–356. https://doi.org/10.17060/ijodaep.2018.n1.v2.1239
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Vol. 2 No. 1 (2018): THE ROLE OF PSYCHOLOGY IN TODAY'S WORLD
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Articles
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