Updating executive function and performance in reading comprehension and problem solving. [La función ejecutiva de actualización y el rendimiento en comprensión lectora y resolución de problemas]

Iglesias-Sarmiento, Valentín; Carriedo, Núria; Rodríguez, Juan Luis Rodríguez

doi:10.6018/analesps.31.1.158111

Cited by 27 publications

(9 citation statements)

References 139 publications

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“…Finding latent emergent children among EL children is also consistent with our earlier work with monolingual elementary identifying a latent class of students with low achievement in mathematical problem-solving and reading comprehension but average performance in areas of word identification and fluid intelligence (Swanson et al, 2018). In addition, the link between comprehension and word problem solving is consistent with the notion mathematical word problems are a form of text and decoding and the comprehension of text draws on a common system (cf., Fuchs et al, 2018; Iglesias-Sarmiento et al, 2015). Although the cognitive variables that link problem-solving and reading comprehension are still under study, some studies suggest that numeracy may mediate both processes (e.g., Spencer et al, 2022), others mathematic knowledge (Purpura et al, 2017), whereas others see working memory (e.g., updating, Cornoldi et al, 2012) as playing a mediating role.…”

Section: Discussionmentioning

confidence: 99%

Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.

Swanson¹,

Kong²,

Petcu³

2023

Journal of Educational Psychology

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This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory, rapid naming, inhibition) in both Spanish (L1) and English (L2). These same measures were administered 1 and 2 years later (Wave 2 and 3). Two stable latent classes of children at risk for learning disabilities (children with comorbid difficulties and children with high order difficulties) emerged that were distinct from two latent classes (balanced bilinguals, unbalanced bilinguals) of average achievers who varied in second language acquisition. Further, significant growth parameters that uniquely predicted the log-odds identifying latent classes across all status groups were measures of working memory. Finally, the significant contributions of L2 cognitive measures to latent class status were dependent on L1 cognitive performance. The results suggest that statistically distinct and stable latent classes of children with learning disabilities emerge under the umbrella of English language learners and that growth in the executive processes of working memory and first language cognitive performance play an important role in predictions of latent class status.

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Section: Discussionmentioning

confidence: 99%

Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.

Swanson¹,

Kong²,

Petcu³

2023

Journal of Educational Psychology

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“…Further, it is postulated that brain development is greater at this age, and can exert a sizable effect on the cognitive level. 20 Exclusion criteria for the NLD group consisted of a diagnosis of Attention Deficit/Hyper Activity Disorder (indicated by scores below 14 and 22 for females and males on ADHD rating scale, respectively), high function autism disorder (defined by Autism Diagnostic Observation Schedule (ADOS), Autism Diagnostic Interview (ADI-R), and full IQ > 80), seizure and fragile X.…”

Section: Materials and Methods Participantsmentioning

confidence: 99%

<p>The Effect of Perceptual-Motor Training on Executive Functions in Children with Non-Verbal Learning Disorder</p>

Kouhbanani

Arabi

Zarenezhad

et al. 2020

NDT

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Purpose: Research shows an atypical cognitive process in children with nonverbal learning disorder (NLD) compared to typically developing children, but a wealth of information indicates that physical activity can influence cognitive processes. However, little is known about the effects of perceptual-motor training and its impact on the cognitive process of children with NLD. Thus, the major goals of this study are to compare the executive functions (EFs) in children with NLD with typically developing children and then to investigate the effect of perceptual-motor training on EFs of children with NLD. Methods: To achieve the first goal, 400 typically developing (IQ >80) and NLD children (7-13 years old) were randomly selected in the city of Mashhad, Iran, during the period 2017-2018. As for the second goal, 50 children with NLD were randomly assigned to an experimental or control group. To evaluate executive functions, Delis-Kaplan executive function system test was used at the pretest, posttest, and 3-month follow-up. The experimental group received the Werner and Reini's perceptual-motor training program in sixteen 45-min sessions (three sessions per week), but the control group did not receive any intervention. Results: The results showed that children with NLD were significantly weaker than typically developing children in London Tower Test (t (38) = −4.662, p <0.01), Trail Making Test (t (33.926) = −3.11, p <0.01), Card Sorting Test (t (38) = −3.427, p <0.01), and Stroop Color Test (t (30.035) = −5.876, p <0.01). The Pilates training had an obvious effect on enhancing the performance of participants in the experimental group (p<0.001), but similar results were not observed in the control group. Conclusion: Children with NLD have problems in EFs, but perceptual-motor training can be used as an effective intervention for these children.

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“…Por su parte, Iglesias-Sarmiento et al (2015) encontraron que las tareas complejas de MT eran predictoras de la comprensión lectora en una muestra de estudiantes de 10 a 11 años. Adicionalmente, Miller et al (2013) encontraron que después de controlar el género y la capacidad de lectura, la MT era el único proceso significativo que explicaba una variación única en la capacidad de los niños y niñas de 9 a 11 años para recordar ideas centrales de un texto expositivo.…”

Section: Memoria De Trabajo (Mt) Y Comprensión De Textosunclassified

“…En relación a la memoria de trabajo, diversos estudios utilizaron pruebas de amplitud de lectura (Iglesias-Sarmiento et al, 2015) y amplitud de palabras o dígitos (Demagistri et al, 2014;Canet-Juric, 2009). En la evaluación de la inhibición se utilizaron paradigmas de Go-No go (Arrington et.…”

Section: Sobre La Forma De Evaluación De Las Fesunclassified

Efectos de las dificultades en el funcionamiento ejecutivo sobre la comprensión de textos en niños de primaria

et al. 2022

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La comprensión de textos es una habilidad que resulta esencial para el aprendizaje a lo largo de la vida. Al tratarse de una habilidad compleja, son distintos los factores que contribuyen a que los niños sean capaces de comprender lo que leen. Entre los procesos cognitivos que contribuyen al éxito en la comprensión de un texto, se han destacado las funciones ejecutivas (memoria de trabajo, inhibición y flexibilidad cognitiva). Sin embargo, aún resta esclarecer la contribución diferencial de cada proceso ejecutivo a la comprensión de distintos tipos textuales, así como la incidencia de dificultades en el funcionamiento ejecutivo en la comprensión del texto. Por tanto, el objetivo del presente trabajo es aportar evidencia al estudio de la relación entre las funciones ejecutivas y la comprensión de textos expositivos y narrativos en una muestra de niños y niñas argentinas de escolaridad primaria. Los resultados revelaron mejores desempeños en el texto narrativo en comparación con el expositivo, a la vez que mejoras en el desempeño asociadas a la edad. Con respecto al funcionamiento ejecutivo, no se halló una contribución de la inhibición ni de la flexibilidad cognitiva al desempeño en comprensión de textos, sin embargo, las dificultades en memoria de trabajo se presentaron como un predictor potente de diferencias en comprensión. Se discuten los resultados en función de la literatura previa, así como las implicancias de los mismos para los ámbitos educativo y clínico.

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Updating executive function and performance in reading comprehension and problem solving. [La función ejecutiva de actualización y el rendimiento en comprensión lectora y resolución de problemas]

Cited by 27 publications

References 139 publications

Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.

Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.

<p>The Effect of Perceptual-Motor Training on Executive Functions in Children with Non-Verbal Learning Disorder</p>

Efectos de las dificultades en el funcionamiento ejecutivo sobre la comprensión de textos en niños de primaria

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