Cognitive skills involved in reading comprehension of adolescents with low educational opportunities

Autores
Abusamra, Valeria; Difalcis, Micaela; Martínez, Gisela Paola; Low, Daniel Mark; Formoso, Jesica
Año de publicación
2020
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.
Fil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Difalcis, Micaela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Martínez, Gisela Paola. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Low, Daniel Mark. Harvard Medical School; Estados Unidos
Fil: Formoso, Jesica. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Materia
ADOLESCENTS
DECODING
EDUCATIONAL OPPORTUNITIES
INHIBITION
READING
TEXT COMPREHENSION
VOCABULARY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/169185
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Cognitive skills involved in reading comprehension of adolescents with low educational opportunitiesAbusamra, ValeriaDifalcis, MicaelaMartínez, Gisela PaolaLow, Daniel MarkFormoso, JesicaADOLESCENTSDECODINGEDUCATIONAL OPPORTUNITIESINHIBITIONREADINGTEXT COMPREHENSIONVOCABULARYhttps://purl.org/becyt/ford/6.2https://purl.org/becyt/ford/6Reading 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.Fil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Difalcis, Micaela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Martínez, Gisela Paola. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Low, Daniel Mark. Harvard Medical School; Estados UnidosFil: Formoso, Jesica. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaMultidisciplinary Digital Publishing Institute2020-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/169185Abusamra, Valeria; Difalcis, Micaela; Martínez, Gisela Paola; Low, Daniel Mark; Formoso, Jesica; Cognitive skills involved in reading comprehension of adolescents with low educational opportunities; Multidisciplinary Digital Publishing Institute; Languages; 5; 3; 9-2020; 1-202226-471XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2226-471X/5/3/34info:eu-repo/semantics/altIdentifier/doi/10.3390/languages5030034info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:37:41Zoai:ri.conicet.gov.ar:11336/169185instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:37:42.012CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
title Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
spellingShingle Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
Abusamra, Valeria
ADOLESCENTS
DECODING
EDUCATIONAL OPPORTUNITIES
INHIBITION
READING
TEXT COMPREHENSION
VOCABULARY
title_short Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
title_full Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
title_fullStr Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
title_full_unstemmed Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
title_sort Cognitive skills involved in reading comprehension of adolescents with low educational opportunities
dc.creator.none.fl_str_mv Abusamra, Valeria
Difalcis, Micaela
Martínez, Gisela Paola
Low, Daniel Mark
Formoso, Jesica
author Abusamra, Valeria
author_facet Abusamra, Valeria
Difalcis, Micaela
Martínez, Gisela Paola
Low, Daniel Mark
Formoso, Jesica
author_role author
author2 Difalcis, Micaela
Martínez, Gisela Paola
Low, Daniel Mark
Formoso, Jesica
author2_role author
author
author
author
dc.subject.none.fl_str_mv ADOLESCENTS
DECODING
EDUCATIONAL OPPORTUNITIES
INHIBITION
READING
TEXT COMPREHENSION
VOCABULARY
topic ADOLESCENTS
DECODING
EDUCATIONAL OPPORTUNITIES
INHIBITION
READING
TEXT COMPREHENSION
VOCABULARY
purl_subject.fl_str_mv https://purl.org/becyt/ford/6.2
https://purl.org/becyt/ford/6
dc.description.none.fl_txt_mv 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.
Fil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Difalcis, Micaela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Martínez, Gisela Paola. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Low, Daniel Mark. Harvard Medical School; Estados Unidos
Fil: Formoso, Jesica. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
description 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.
publishDate 2020
dc.date.none.fl_str_mv 2020-09
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/169185
Abusamra, Valeria; Difalcis, Micaela; Martínez, Gisela Paola; Low, Daniel Mark; Formoso, Jesica; Cognitive skills involved in reading comprehension of adolescents with low educational opportunities; Multidisciplinary Digital Publishing Institute; Languages; 5; 3; 9-2020; 1-20
2226-471X
CONICET Digital
CONICET
url http://hdl.handle.net/11336/169185
identifier_str_mv Abusamra, Valeria; Difalcis, Micaela; Martínez, Gisela Paola; Low, Daniel Mark; Formoso, Jesica; Cognitive skills involved in reading comprehension of adolescents with low educational opportunities; Multidisciplinary Digital Publishing Institute; Languages; 5; 3; 9-2020; 1-20
2226-471X
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2226-471X/5/3/34
info:eu-repo/semantics/altIdentifier/doi/10.3390/languages5030034
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Multidisciplinary Digital Publishing Institute
publisher.none.fl_str_mv Multidisciplinary Digital Publishing Institute
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.069144

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