Análisis del Impacto de las Funciones Ejecutivas en la Comprensión Lectora en escolares con dislexia
DOI:
https://doi.org/10.15517/ap.v40i140.65047Palabras clave:
Dislexia, comprensión lectora, funciones ejecutivas, memoria de trabajo, flexibilidad, inhibición, escolaridad primariaResumen
Objetivo. El presente estudio tuvo como objetivo analizar si las funciones ejecutivas (memoria de trabajo, inhibición y flexibilidad) explican las diferencias en comprensión lectora entre buenos y pobres comprendedores con dislexia, controlando el nivel de acceso lector y considerando la comprensión verbal, el vocabulario y el coeficiente intelectual. Asimismo, se buscó identificar cuáles de estas variables constituyen mejores predictores de la comprensión lectora en la población estudiada. Método. Se evaluaron 51 pacientes con diagnóstico de dislexia (34 varones y 17 mujeres; edades entre 9.9 y 13 años) que cursaban del 5.º al 7.º grado y asistían a una clínica de detección de trastornos del aprendizaje. A partir de una prueba de comprensión de textos, se conformaron dos grupos: buenos y pobres comprendedores. Resultados. Los resultados mostraron que las diferencias en funciones ejecutivas no explican la variabilidad en la comprensión lectora en este grupo. Si bien, en un análisis inicial, el coeficiente intelectual se destacó como la principal variable explicativa, los análisis de regresión jerárquica por pasos sucesivos identificaron el vocabulario y la memoria de trabajo como los principales predictores de una buena comprensión lectora. Estos hallazgos se discuten en el marco de los modelos cognitivos de la lectura
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