Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
Titulo:

Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
.

Sumario:

Introducción: Las funciones ejecutivas incluyen habilidades como la memoria de trabajo, el control inhibitorio, la planeación y la flexibilidad cognitiva. Estas habilidades, resultan fundamentales para el desarrollo de procesos cognitivos complejos como el aprendizaje de la lectoescritura, encontrando que aquellos niños con dificultades de lectura tienden a presentar un nivel menor en el rendimiento en tareas de funciones ejecutivas. Objetivo: Caracterizar el rendimiento en funciones ejecutivas y su relación con el nivel de lenguaje y lectura en niños de 8 a 12 años con dificultades de lectura y sus controles por edad y género en relación a los patrones de seguimiento visual. Método: Participantes: 9 niños con dificultades de lectura y 9 co... Ver más

Guardado en:

Revista Iberoamericana de Psicología

2027-1786

2500-6517

Beltrán Rojas, Judy Costanza

Lara Díaz, María Fernanda

Mateus Moreno, Angelica

CORPORACIÓN UNIVERSITARIA IBEROAMERICANA

10.33881/2027-1786.rip.12201

12

2020-02-20

1

12

Colombia

Dificultades de lectura;

función ejecutiva

movimientos oculares

Dificuldades de leitura

linguagem

função executiva

movimentos oculares

lenguaje

http://purl.org/coar/access_right/c_abf2

info:eu-repo/semantics/openAccess

Corporación Universitaria Iberoamericana - 2019

id metarevistapublica_ibero_revistaiberoamericanadepsicologia_8-article-1672
record_format ojs
spelling Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
Flores, J., Ostrosky, F., & Lozano, A. (2014). Batería Neuropsicológica de Funciones ejecutivas y Lóbulos Frontales. Segunda edición. México: El Manual Moderno S.A.
Karatekin, C. (2007). Eye tracking studies of normative and atypical development. Developmental review, 27(3), 283-348. doi:10.1016/j.dr.2007.06.006
Jacob, R., & Karn, K. (2003). Eye tracking in human-computer interaction and usability research: Ready to deliver the promises. Mind, 2(3), 573-605. doi:10.1016/B978-044451020-4/50031-1
Hulme, C., & Snowling, M. (2014). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634). doi:10.1098/rstb.2012.0395
Hamilton, A., & Martin, R. (2007). Proactive interference in a semantic short-term memory deficit: Role of semantic and phonological relatedness. Cortex, 43(1), 112-123. doi:10.1016/S0010-9452(08)70449-0
Gooch, D., Thompson, P., Nash, H., Snowling, M., & Hulme, C. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 57(2), 180-187. doi:10.1111/jcpp.12458
Gooch, D., Hulme, C., Nash, H., & Snowling, M. (2014). Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 55(3), 237 246. doi:10.1111/jcpp.12139
Gathercole, S., Brown, L., & Pickering, S. (2003). Working memory assessments at school entry as longitudinal predictors of national curriculum attainment levels. Educational and Child Psychology, 20(3), 109-122.
Gathercole, S., & Alloway, T. (2008). Working memory and learning: A practical guide. Thousand Oaks, CA: Sage.
Friedman, N., & Miyake, A. (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133(1), 101-135. doi:10.1037/0096-3445.133.1.101
etal., L. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115. doi:doi.org/10.1016/j.edurev.2013.10.001
Kirschner, P. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and instruction, 12(1), 1-10. doi:10.1016/S0959-4752(01)00014-7
Engel de Abreu, P., Abreu, N., Nikaedo, C., Puglisi, M., Tourinho, C., Miranda, M., & Martin, R. (2014). Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers". Frontiers in Psychology, 5, 550. doi:10.3389/fpsyg.2014.00550
Eklund, K., Torppa, M., Aro, M., Leppänen, P., & Lyytinen, H. (2015). Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8. Journal of Educational Psychology, 107(1), 126 140. doi:10.1037/a0037121
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135 168. doi:10.1146/annurev-psych-113011-143750
Cutting, L., Materek, A., Cole, C., Levine, T., & Mahone, E. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59(1), 34 54. doi:10.1007/s11881-009-0022-0
Cuevas, K., Hubble, M., & Bell, M. (2012). Early childhood predictors of post-kindergarten executive function: Behavior, parent report, and psychophysiology. Early Education y Development, 23(1), 59 73. doi:10.1080/10409289.2011.611441
Cuevas, K., & Bell, M. (2014). Infant Attention and Early Childhood Executive Function. Child Development, 2, 397 404. doi:10.1111/cdev.12126
Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R. Batería de evaluación de los procesos lectores. Madrid: TEA.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in neuroscience and education, 3(2), 63-68. doi:10.1016/j.tine.2013.12.001
Cortiella, C., & Horowitz, S. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National center for learning disabilities.
Kaufman, A., & Kaufman, N. (1997). Test Breve de Inteligencia de KAUFMAN – KBIT. Madrid: Pearson.
Korzeniowski, C. (2011). Desarrollo evolutivo del funcionamiento ejecutivo y su relación con el aprendizaje escolar. Revista de Psicología, 7(13), 7-26. Retrieved from http://bibliotecadigital.uca.edu.ar/repositorio/revistas/desarrollo-evolutivo-funcionamiento-ejecutivo
Cockcroft, K. (2015). The role of working memory in childhood education: Five questions and answers. South African Journal of Childhood Education, 5(1), 01-20. doi:https://doi.org/10.4102/sajce.v5i1.347
Yeh, Y., Tsai, J., Hsu, W., & Lin, C. (2014). A model of how working memory capacity influences insight problem solving in situations with multiple visual representations: An eye tracking analysis. Thinking Skills and Creativity, 13, 153 167. doi:10.1016/j.tsc.2014.04.003
Text
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://purl.org/coar/version/c_970fb48d4fbd8a85
info:eu-repo/semantics/publishedVersion
http://purl.org/redcol/resource_type/ARTREF
http://purl.org/coar/resource_type/c_6501
info:eu-repo/semantics/article
Ygual, A., & Cervera, J. (2001). Valoración del riesgo de dificultades de aprendizaje de la lectura en niños con trastornos del lenguaje. Revista de Neurología Clínica, 2(1), 95-106.
Toll, S., Van der Ven, S., Kroesbergen, E., & Van Luit, J. (2011). Executive Functions as Predictors of Math Learning Disabilities. Journal of Learning Disabilities, 44(6), 521-532. doi:https://doi.org/10.1177/0022219410387302
L, L., S, W., C, M., D, F., J, T., & R, K. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50(2), 408-428. doi:10.1044/1092-4388(2007/029)
St Clair-Thompson, H., & Gathercole, S. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The quarterly journal of experimental psychology, 59(4), 745 759. doi:https://doi.org/10.1080/17470210500162854
Semel, E., Wiig, E., & Secord, W. (2006). Clinical evaluation of language fundamentals. Spanish Edition. Texas: Pearson.
Restrepo, I., & Medina, J. (2006). Desórdenes del procesamiento auditivo. Iatreia, 19(4), 368 376.
Rayner, K., Pollatsek, A., Ashby, J., & Clifton Jr, C. (2012). Psychology of reading. New York: Psychology Press.
Parrila, R., Aunola, K., Leskinen, E., Nurmi, J. E., & Kirby, J. R. ( 2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97(3), 299 319. doi:10.1037/0022-0663.97.3.299
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49 100. doi:10.1006/cogp.1999.0734
McArthur, G., Hogben, J., Edwards, V., & Heath SM, M. (2000). On the “specifics” of specific reading disability and specific language impairment. J Child Psychol Psychiatry , 41(7), 869 874. doi:10.1111/1469-7610.00674
Mazzocco, M., & Tover, S. (2007). A longitudinal assessment of executive function skill and their association with math performance. Child Neuropsychology, 13(1), 18 45. doi:10.1080/09297040600611346
Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive Dysfunction Among Children With Reading Comprehension Deficits. Journal of Learning Disabilities, 43(5), 441 454. doi:10.1177/0022219409355476
Cohen, G., Bronson, M., & Casey, M. (1995). Planning as a factor in school achievement. J. Appl. Dev. Psychol, 16(3), 405 428. doi:10.1016/0193-3973(95)90027-6
Catts, H., Adolf, S., & Ellis, S. (2006). Language deficits in poor comprehenders: a case of for the simple view. J Speech Lang. Hear, 49(2), 278 293. doi:10.1044/1092-4388(2006/023
Publication
Dificultades de lectura;
función ejecutiva
movimientos oculares
Dificuldades de leitura
linguagem
função executiva
movimentos oculares
12
2
Núm. 2 , Año 2019 : Neuropsicología y Neurociencia: Investigaciones en torno a las bases biológicas del comportamiento
Artículo de revista
Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696. doi:10.1348/000709905X67610
application/pdf
Bogotá: Corporación Universitaria Iberoamericana
Revista Iberoamericana de Psicología
lenguaje
Beltrán Rojas, Judy Costanza
Bishop, D. V., Nation, K., & Patterson, K. (2014). When words fail us: insights into language processing from developmental and acquired disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634). doi:10.1098/rstb.2012.0403
Lara Díaz, María Fernanda
Mateus Moreno, Angelica
Español
Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30(3), 801 826. doi:10.1007/s10648-017-9422-6
Bull, R., Espy, K., & Wiebe, S. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228. doi:10.1080/87565640801982312
https://creativecommons.org/licenses/by-nc-sa/4.0/
Blair, C., & Razza, R. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663. doi:10.1111/j.1467-8624.2007.01019.x
Corporación Universitaria Iberoamericana - 2019
https://reviberopsicologia.ibero.edu.co/article/view/rip.12201
Introducción: Las funciones ejecutivas incluyen habilidades como la memoria de trabajo, el control inhibitorio, la planeación y la flexibilidad cognitiva. Estas habilidades, resultan fundamentales para el desarrollo de procesos cognitivos complejos como el aprendizaje de la lectoescritura, encontrando que aquellos niños con dificultades de lectura tienden a presentar un nivel menor en el rendimiento en tareas de funciones ejecutivas. Objetivo: Caracterizar el rendimiento en funciones ejecutivas y su relación con el nivel de lenguaje y lectura en niños de 8 a 12 años con dificultades de lectura y sus controles por edad y género en relación a los patrones de seguimiento visual. Método: Participantes: 9 niños con dificultades de lectura y 9 controles. Procedimiento: Se evaluó el nivel de lenguaje, funciones ejecutivas y lectura haciendo uso del Eye Tracker Tobii Tx300.  Se analizaron los mapas de calor, glaze plot y las áreas de interés. Resultados y Conclusiones: Los niños con dificultades de lectura presentan un nivel de desempeño menor en tareas de funciones ejecutivas especialmente en el control inhibitorio y la planeación, estando estas asociadas directamente con el nivel de lenguaje y el rendimiento lector. De igual forma, las métricas visuales a partir del uso del Eye Tracker permite corroborar estas fallas en el procesamiento en tiempo real frente a tareas que implican demandas cognitivas de alto nivel.  
Alloway, T., Gathercole, S., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioral characteristics of children with low working memory. Child Development, 80(2), 606-62. doi:10.1111/j.1467-8624.2009.01282.x
Baddeley, A. (2003). Working memory and language: An overview. Journal of communication disorders, 36(3), 189-208. doi:10.1016/S0021-9924(03)00019-4
Barroso, J., & Ortiz, I. (2007). Dificultades de aprendizaje e intervención psicopedagógica en la resolución de problemas matemáticos. Revista de educación(342), 257-286.
Executive Functions include skills such as working memory, inhibitory control, planning, and cognitive flexibility, which are fundamental to the development of complex cognitive tasks such as learning. Children with reading difficulties tend to have a lower level of performance in executive functions and linguistic tasks. Objective: To characterize the performance in executive functions and its relation with the level of language and reading in children from 8 to 12 years old with reading difficulties and its controls by age and gender in relation to the patterns of visual tracking. Methods: Participants: 9 children with Reading difficulties and 9 controls. Procedure: Language level, executive functions and reading were evaluated using the Eye Tracker Tobii Tx300. Heat maps, glaze plot and areas of interest were analyzed. Results and Conclusions: Children with reading difficulties present a lower level of executive function tasks especially in inhibitory control and planning, being these directly associated with language level and reading performance. Similarly, visual metrics from the use of Eye Tracker allows corroborate these failures in real time processing in front of tasks that involve high cognitive demands
eye movements
executive function
language
Reading disabilities
Executive functioning and reading performance in children with and without reading difficulties: An eye follow-up study
Journal article
https://reviberopsicologia.ibero.edu.co/article/download/rip.12201/1501
2020-02-20T19:05:20Z
2020-02-20
2027-1786
2500-6517
10.33881/2027-1786.rip.12201
https://doi.org/10.33881/2027-1786.rip.12201
1
12
2020-02-20T19:05:20Z
institution CORPORACIÓN UNIVERSITARIA IBEROAMERICANA
thumbnail https://nuevo.metarevistas.org/CORPORACIONUNIVERSITARIAIBEROAMERICANA/logo.png
country_str Colombia
collection Revista Iberoamericana de Psicología
title Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
spellingShingle Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
Beltrán Rojas, Judy Costanza
Lara Díaz, María Fernanda
Mateus Moreno, Angelica
Dificultades de lectura;
función ejecutiva
movimientos oculares
Dificuldades de leitura
linguagem
função executiva
movimentos oculares
lenguaje
eye movements
executive function
language
Reading disabilities
title_short Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
title_full Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
title_fullStr Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
title_full_unstemmed Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
title_sort funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: un estudio de seguimiento ocular
title_eng Executive functioning and reading performance in children with and without reading difficulties: An eye follow-up study
description Introducción: Las funciones ejecutivas incluyen habilidades como la memoria de trabajo, el control inhibitorio, la planeación y la flexibilidad cognitiva. Estas habilidades, resultan fundamentales para el desarrollo de procesos cognitivos complejos como el aprendizaje de la lectoescritura, encontrando que aquellos niños con dificultades de lectura tienden a presentar un nivel menor en el rendimiento en tareas de funciones ejecutivas. Objetivo: Caracterizar el rendimiento en funciones ejecutivas y su relación con el nivel de lenguaje y lectura en niños de 8 a 12 años con dificultades de lectura y sus controles por edad y género en relación a los patrones de seguimiento visual. Método: Participantes: 9 niños con dificultades de lectura y 9 controles. Procedimiento: Se evaluó el nivel de lenguaje, funciones ejecutivas y lectura haciendo uso del Eye Tracker Tobii Tx300.  Se analizaron los mapas de calor, glaze plot y las áreas de interés. Resultados y Conclusiones: Los niños con dificultades de lectura presentan un nivel de desempeño menor en tareas de funciones ejecutivas especialmente en el control inhibitorio y la planeación, estando estas asociadas directamente con el nivel de lenguaje y el rendimiento lector. De igual forma, las métricas visuales a partir del uso del Eye Tracker permite corroborar estas fallas en el procesamiento en tiempo real frente a tareas que implican demandas cognitivas de alto nivel.  
description_eng Executive Functions include skills such as working memory, inhibitory control, planning, and cognitive flexibility, which are fundamental to the development of complex cognitive tasks such as learning. Children with reading difficulties tend to have a lower level of performance in executive functions and linguistic tasks. Objective: To characterize the performance in executive functions and its relation with the level of language and reading in children from 8 to 12 years old with reading difficulties and its controls by age and gender in relation to the patterns of visual tracking. Methods: Participants: 9 children with Reading difficulties and 9 controls. Procedure: Language level, executive functions and reading were evaluated using the Eye Tracker Tobii Tx300. Heat maps, glaze plot and areas of interest were analyzed. Results and Conclusions: Children with reading difficulties present a lower level of executive function tasks especially in inhibitory control and planning, being these directly associated with language level and reading performance. Similarly, visual metrics from the use of Eye Tracker allows corroborate these failures in real time processing in front of tasks that involve high cognitive demands
author Beltrán Rojas, Judy Costanza
Lara Díaz, María Fernanda
Mateus Moreno, Angelica
author_facet Beltrán Rojas, Judy Costanza
Lara Díaz, María Fernanda
Mateus Moreno, Angelica
topicspa_str_mv Dificultades de lectura;
función ejecutiva
movimientos oculares
Dificuldades de leitura
linguagem
função executiva
movimentos oculares
lenguaje
topic Dificultades de lectura;
función ejecutiva
movimientos oculares
Dificuldades de leitura
linguagem
função executiva
movimentos oculares
lenguaje
eye movements
executive function
language
Reading disabilities
topic_facet Dificultades de lectura;
función ejecutiva
movimientos oculares
Dificuldades de leitura
linguagem
função executiva
movimentos oculares
lenguaje
eye movements
executive function
language
Reading disabilities
citationvolume 12
citationissue 2
citationedition Núm. 2 , Año 2019 : Neuropsicología y Neurociencia: Investigaciones en torno a las bases biológicas del comportamiento
publisher Bogotá: Corporación Universitaria Iberoamericana
ispartofjournal Revista Iberoamericana de Psicología
source https://reviberopsicologia.ibero.edu.co/article/view/rip.12201
language Español
format Article
rights http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
Corporación Universitaria Iberoamericana - 2019
references Flores, J., Ostrosky, F., & Lozano, A. (2014). Batería Neuropsicológica de Funciones ejecutivas y Lóbulos Frontales. Segunda edición. México: El Manual Moderno S.A.
Karatekin, C. (2007). Eye tracking studies of normative and atypical development. Developmental review, 27(3), 283-348. doi:10.1016/j.dr.2007.06.006
Jacob, R., & Karn, K. (2003). Eye tracking in human-computer interaction and usability research: Ready to deliver the promises. Mind, 2(3), 573-605. doi:10.1016/B978-044451020-4/50031-1
Hulme, C., & Snowling, M. (2014). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634). doi:10.1098/rstb.2012.0395
Hamilton, A., & Martin, R. (2007). Proactive interference in a semantic short-term memory deficit: Role of semantic and phonological relatedness. Cortex, 43(1), 112-123. doi:10.1016/S0010-9452(08)70449-0
Gooch, D., Thompson, P., Nash, H., Snowling, M., & Hulme, C. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 57(2), 180-187. doi:10.1111/jcpp.12458
Gooch, D., Hulme, C., Nash, H., & Snowling, M. (2014). Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 55(3), 237 246. doi:10.1111/jcpp.12139
Gathercole, S., Brown, L., & Pickering, S. (2003). Working memory assessments at school entry as longitudinal predictors of national curriculum attainment levels. Educational and Child Psychology, 20(3), 109-122.
Gathercole, S., & Alloway, T. (2008). Working memory and learning: A practical guide. Thousand Oaks, CA: Sage.
Friedman, N., & Miyake, A. (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133(1), 101-135. doi:10.1037/0096-3445.133.1.101
etal., L. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115. doi:doi.org/10.1016/j.edurev.2013.10.001
Kirschner, P. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and instruction, 12(1), 1-10. doi:10.1016/S0959-4752(01)00014-7
Engel de Abreu, P., Abreu, N., Nikaedo, C., Puglisi, M., Tourinho, C., Miranda, M., & Martin, R. (2014). Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers". Frontiers in Psychology, 5, 550. doi:10.3389/fpsyg.2014.00550
Eklund, K., Torppa, M., Aro, M., Leppänen, P., & Lyytinen, H. (2015). Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8. Journal of Educational Psychology, 107(1), 126 140. doi:10.1037/a0037121
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135 168. doi:10.1146/annurev-psych-113011-143750
Cutting, L., Materek, A., Cole, C., Levine, T., & Mahone, E. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59(1), 34 54. doi:10.1007/s11881-009-0022-0
Cuevas, K., Hubble, M., & Bell, M. (2012). Early childhood predictors of post-kindergarten executive function: Behavior, parent report, and psychophysiology. Early Education y Development, 23(1), 59 73. doi:10.1080/10409289.2011.611441
Cuevas, K., & Bell, M. (2014). Infant Attention and Early Childhood Executive Function. Child Development, 2, 397 404. doi:10.1111/cdev.12126
Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R. Batería de evaluación de los procesos lectores. Madrid: TEA.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in neuroscience and education, 3(2), 63-68. doi:10.1016/j.tine.2013.12.001
Cortiella, C., & Horowitz, S. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National center for learning disabilities.
Kaufman, A., & Kaufman, N. (1997). Test Breve de Inteligencia de KAUFMAN – KBIT. Madrid: Pearson.
Korzeniowski, C. (2011). Desarrollo evolutivo del funcionamiento ejecutivo y su relación con el aprendizaje escolar. Revista de Psicología, 7(13), 7-26. Retrieved from http://bibliotecadigital.uca.edu.ar/repositorio/revistas/desarrollo-evolutivo-funcionamiento-ejecutivo
Cockcroft, K. (2015). The role of working memory in childhood education: Five questions and answers. South African Journal of Childhood Education, 5(1), 01-20. doi:https://doi.org/10.4102/sajce.v5i1.347
Yeh, Y., Tsai, J., Hsu, W., & Lin, C. (2014). A model of how working memory capacity influences insight problem solving in situations with multiple visual representations: An eye tracking analysis. Thinking Skills and Creativity, 13, 153 167. doi:10.1016/j.tsc.2014.04.003
Ygual, A., & Cervera, J. (2001). Valoración del riesgo de dificultades de aprendizaje de la lectura en niños con trastornos del lenguaje. Revista de Neurología Clínica, 2(1), 95-106.
Toll, S., Van der Ven, S., Kroesbergen, E., & Van Luit, J. (2011). Executive Functions as Predictors of Math Learning Disabilities. Journal of Learning Disabilities, 44(6), 521-532. doi:https://doi.org/10.1177/0022219410387302
L, L., S, W., C, M., D, F., J, T., & R, K. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50(2), 408-428. doi:10.1044/1092-4388(2007/029)
St Clair-Thompson, H., & Gathercole, S. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The quarterly journal of experimental psychology, 59(4), 745 759. doi:https://doi.org/10.1080/17470210500162854
Semel, E., Wiig, E., & Secord, W. (2006). Clinical evaluation of language fundamentals. Spanish Edition. Texas: Pearson.
Restrepo, I., & Medina, J. (2006). Desórdenes del procesamiento auditivo. Iatreia, 19(4), 368 376.
Rayner, K., Pollatsek, A., Ashby, J., & Clifton Jr, C. (2012). Psychology of reading. New York: Psychology Press.
Parrila, R., Aunola, K., Leskinen, E., Nurmi, J. E., & Kirby, J. R. ( 2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97(3), 299 319. doi:10.1037/0022-0663.97.3.299
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49 100. doi:10.1006/cogp.1999.0734
McArthur, G., Hogben, J., Edwards, V., & Heath SM, M. (2000). On the “specifics” of specific reading disability and specific language impairment. J Child Psychol Psychiatry , 41(7), 869 874. doi:10.1111/1469-7610.00674
Mazzocco, M., & Tover, S. (2007). A longitudinal assessment of executive function skill and their association with math performance. Child Neuropsychology, 13(1), 18 45. doi:10.1080/09297040600611346
Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive Dysfunction Among Children With Reading Comprehension Deficits. Journal of Learning Disabilities, 43(5), 441 454. doi:10.1177/0022219409355476
Cohen, G., Bronson, M., & Casey, M. (1995). Planning as a factor in school achievement. J. Appl. Dev. Psychol, 16(3), 405 428. doi:10.1016/0193-3973(95)90027-6
Catts, H., Adolf, S., & Ellis, S. (2006). Language deficits in poor comprehenders: a case of for the simple view. J Speech Lang. Hear, 49(2), 278 293. doi:10.1044/1092-4388(2006/023
Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696. doi:10.1348/000709905X67610
Bishop, D. V., Nation, K., & Patterson, K. (2014). When words fail us: insights into language processing from developmental and acquired disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634). doi:10.1098/rstb.2012.0403
Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30(3), 801 826. doi:10.1007/s10648-017-9422-6
Bull, R., Espy, K., & Wiebe, S. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228. doi:10.1080/87565640801982312
Blair, C., & Razza, R. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663. doi:10.1111/j.1467-8624.2007.01019.x
Alloway, T., Gathercole, S., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioral characteristics of children with low working memory. Child Development, 80(2), 606-62. doi:10.1111/j.1467-8624.2009.01282.x
Baddeley, A. (2003). Working memory and language: An overview. Journal of communication disorders, 36(3), 189-208. doi:10.1016/S0021-9924(03)00019-4
Barroso, J., & Ortiz, I. (2007). Dificultades de aprendizaje e intervención psicopedagógica en la resolución de problemas matemáticos. Revista de educación(342), 257-286.
type_driver info:eu-repo/semantics/article
type_coar http://purl.org/coar/resource_type/c_6501
type_version info:eu-repo/semantics/publishedVersion
type_coarversion http://purl.org/coar/version/c_970fb48d4fbd8a85
type_content Text
publishDate 2020-02-20
date_accessioned 2020-02-20T19:05:20Z
date_available 2020-02-20T19:05:20Z
url https://reviberopsicologia.ibero.edu.co/article/view/rip.12201
url_doi https://doi.org/10.33881/2027-1786.rip.12201
issn 2027-1786
eissn 2500-6517
doi 10.33881/2027-1786.rip.12201
citationstartpage 1
citationendpage 12
url2_str_mv https://reviberopsicologia.ibero.edu.co/article/download/rip.12201/1501
_version_ 1824374137613713408

Código QR

Estadísticas y Métricas Alternativas

Títulos similares