Comprensión lectoracontribución de la memoria de trabajo verbal en Educación Primaria diferenciada

  1. Cristina De-La-Peña 1
  2. Diana Ballell 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Panamericana
    info

    Universidad Panamericana

    Ciudad de México, México

    ROR https://ror.org/01n1q0h77

Revista:
Ocnos: revista de estudios sobre lectura

ISSN: 2254-9099,  1885-446X

Año de publicación: 2019

Volumen: 18

Número: 1

Páginas: 31-40

Tipo: Artículo

DOI: 10.18239/OCNOS_2019.18.1.1898 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Ocnos: revista de estudios sobre lectura

Objetivos de desarrollo sostenible

Resumen

The results of the international tests indicate the need to improve reading comprehension in Mexican students. Verbal working memory is a cognitive process involved in reading comprehension. The aim of this research is to study the possible correlations between verbal working memory and reading comprehension that students of single sex education have during the first year of primary education. The sample consist of 105 students aged between 6 and 9 years old (M=7.35, SD=1) from a single sex school of Jalisco (México). The instruments used are the text comprehension test (PROLEC-R) to assess reading comprehension and letters and numbers (WISC-IV) to evaluate verbal working memory. Results of the linear regression indicate that verbal working memory predicts reading comprehension. Educational implications are proposed to enhance reading comprehension during acquisition courses in single sex education

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Fuente de los datos: Dialnet