Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
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languages-05-00034-v2.pdf
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485.78 KB
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Adobe PDF
Checksum (MD5)
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Author(s)
Abusamra, Valeria
Difalcis, Micaela
Martínez, Gisela
Low, Daniel M.
Formoso, Jesica
Date Issued
September 2020
Journal
Languages
Publisher
Multidisciplinary Digital Publishing Institute
Citation
Abusamra, Valeria et al. "Cognitive skills involved in reading comprehension of adolescents with low educational opportunities." Languages 5, 3 (September 2020): 34 ©2020 Author(s)
Version
Final published version
Abstract
Reading comprehension is a fundamental resource for educational and social development. It is a skill that brings into play a diverse and complex set of processes and cognitive functions based on building a mental representation of a given text. We set out to study how different domain-general and linguistic abilities explain text comprehension in a population of secondary school students with low educational opportunities. The sample consisted of 45 adolescents between the ages of 13 and 15 from two secondary schools in the Province of Buenos Aires, Argentina. Each participant was evaluated both in-group and individually for three sessions during school hours. A text comprehension screening test and a battery of tasks that measure different underlying cognitive processes were administered. Using multiple linear regression, we found that vocabulary, non-word reading, and verbal inhibition are the skills that best explain reading comprehension skills. Understanding how much different domain-general and linguistic subprocesses are associated with text comprehension is key to designing effective interventions that are also grounded in theory.
MIT Department
Harvard-MIT Program in Speech and Hearing Bioscience and Technology
Terms of Use
Creative Commons Attribution
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.3390/languages5030034
