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dc.contributor.authorAbusamra, Valeria
dc.contributor.authorDifalcis, Micaela
dc.contributor.authorMartínez, Gisela
dc.contributor.authorLow, Daniel M.
dc.contributor.authorFormoso, Jesica
dc.date.accessioned2020-10-07T14:48:18Z
dc.date.available2020-10-07T14:48:18Z
dc.date.issued2020-09
dc.date.submitted2020-07
dc.identifier.issn2226-471X
dc.identifier.urihttps://hdl.handle.net/1721.1/127823
dc.description.abstractReading 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.en_US
dc.publisherMultidisciplinary Digital Publishing Instituteen_US
dc.relation.isversionofhttp://dx.doi.org/10.3390/languages5030034en_US
dc.rightsCreative Commons Attributionen_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.sourceMultidisciplinary Digital Publishing Instituteen_US
dc.titleCognitive skills involved in reading comprehension of adolescents with low educational opportunitiesen_US
dc.typeArticleen_US
dc.identifier.citationAbusamra, Valeria et al. "Cognitive skills involved in reading comprehension of adolescents with low educational opportunities." Languages 5, 3 (September 2020): 34 ©2020 Author(s)en_US
dc.contributor.departmentHarvard-MIT Program in Speech and Hearing Bioscience and Technologyen_US
dc.relation.journalLanguagesen_US
dc.eprint.versionFinal published versionen_US
dc.type.urihttp://purl.org/eprint/type/JournalArticleen_US
eprint.statushttp://purl.org/eprint/status/PeerRevieweden_US
dc.date.updated2020-09-25T13:26:22Z
dspace.date.submission2020-09-25T13:26:22Z
mit.journal.volume5en_US
mit.journal.issue3en_US
mit.licensePUBLISHER_CC
mit.metadata.statusComplete


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