Relationship between executive functions and reading fluency in reading comprehension

• Carolina Carriquiry Colombino ^[1] ; Florencia Reali ^[1] ; Ariel Cuadro ^[1]
  1. [1] Universidad Católica del Uruguay

     Universidad Católica del Uruguay

     Uruguay

     
• Localización: Revista de Investigación en Logopedia, ISSN-e 2174-5218, Vol. 15, Nº. Extra 1, 2025
• Idioma: inglés
• DOI: 10.5209/rlog.101343
• Títulos paralelos:
  • Relación entre las funciones ejecutivas y la fluidez y comprensión lectora
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Enfoques contemporáneos de estudio de la comprensión lectora examinan el modo en que múltiples habilidades cognitivas se interconectan. En este marco, el objetivo del presente estudio fue explorar las relaciones entre las funciones ejecutivas nucleares, las habilidades lingüísticas orales y la fluidez lectora, en su efecto en la comprensión lectora. Una muestra de 78 niñas y niños de 5° y 6° de escuela primaria fueron evaluados en comprensión y fluidez lectora, así como en memoria de trabajo, inhibición, flexibilidad cognitiva, vocabulario, comprensión oral e inteligencia fluida. Se efectuaron análisis de correlación, regresión jerárquica y mediación. Los resultados evidencian que la memoria de trabajo predice la comprensión lectora, incluso controlado por habilidades lingüísticas orales. Sin embargo, al introducir fluidez lectora al modelo, solo vocabulario y fluidez lectora son predictores significativos. El análisis de mediación demuestra que la fluidez lectora es un mediador completo del efecto de la memoria de trabajo en la comprensión lectora. Además, el vocabulario resultó ser un predictor relevante de la comprensión lectora, más allá de otras habilidades. Estos hallazgos muestran que es fundamental evaluar las interacciones entre múltiples procesos cognitivos al estudiar la comprensión del lenguaje escrito. Además, sugieren que una manera en que las funciones ejecutivas ejercen su incidencia en la comprensión lectora es indirecta y que la fluidez lectora es mediadora de dicha relación.

  • English

    Contemporary approaches to the study of reading comprehension examine how multiple cognitive skills are interconnected. Within this framework, the aim of the present study was to explore the relationships between core executive functions, oral language skills and reading fluency in their effect on reading comprehension. A sample of 78 children in 5th and 6th grade of primary school were tested on reading comprehension and fluency, as well as on working memory, inhibition, cognitive flexibility, vocabulary, oral comprehension and fluid intelligence. Correlation, hierarchical regression, and mediation analyses were conducted. The results show that working memory predicts reading comprehension, even when controlled for oral language skills. However, when reading fluency is introduced into the model, only vocabulary and reading fluency are significant predictors. The mediation analysis shows that reading fluency is a complete mediator of the effect of working memory on reading comprehension. In addition, vocabulary was found to be a relevant predictor of reading comprehension, even controlling for other skills. These findings show that it is crucial to assess interactions between multiple cognitive processes when studying written language comprehension. Furthermore, they suggest that one way in which executive functions affect reading comprehension is indirect and that reading fluency mediates this relationship

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