Cognitive Skills Involved in Reading Comprehension of Adolescents with Low Educational Opportunities
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 l...
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doaj-35cedd6528104f3393112e813b9794f02020-11-25T02:32:55ZengMDPI AGLanguages2226-471X2020-09-015343410.3390/languages5030034Cognitive Skills Involved in Reading Comprehension of Adolescents with Low Educational OpportunitiesValeria Abusamra0Micaela Difalcis1Gisela Martínez2Daniel M. Low3Jesica Formoso4CIIPME-CONICET, University of Buenos Aires, Viamonte 430, Buenos Aires C1053 CABA, ArgentinaCONICET, Institute of Psychology, University of Buenos Aires, Viamonte 430, Buenos Aires C1053 CABA, ArgentinaCIIPME-CONICET, University of Buenos Aires, Viamonte 430, Buenos Aires C1053 CABA, ArgentinaProgram in Speech and Hearing Bioscience and Technology, 77 Massachusetts Ave, Cambridge, MA 02139, USACONICET, Institute of Psychology, University of Buenos Aires, Viamonte 430, Buenos Aires C1053 CABA, ArgentinaReading 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.https://www.mdpi.com/2226-471X/5/3/34text comprehensionvocabularydecodinginhibitionreadingeducational opportunities |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Valeria Abusamra Micaela Difalcis Gisela Martínez Daniel M. Low Jesica Formoso |
spellingShingle |
Valeria Abusamra Micaela Difalcis Gisela Martínez Daniel M. Low Jesica Formoso Cognitive Skills Involved in Reading Comprehension of Adolescents with Low Educational Opportunities Languages text comprehension vocabulary decoding inhibition reading educational opportunities |
author_facet |
Valeria Abusamra Micaela Difalcis Gisela Martínez Daniel M. Low Jesica Formoso |
author_sort |
Valeria Abusamra |
title |
Cognitive Skills Involved in Reading Comprehension of Adolescents with Low Educational Opportunities |
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 |
publisher |
MDPI AG |
series |
Languages |
issn |
2226-471X |
publishDate |
2020-09-01 |
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. |
topic |
text comprehension vocabulary decoding inhibition reading educational opportunities |
url |
https://www.mdpi.com/2226-471X/5/3/34 |
work_keys_str_mv |
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