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Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers”
This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom readin...
Autores principales: | , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4050967/ https://www.ncbi.nlm.nih.gov/pubmed/24959155 http://dx.doi.org/10.3389/fpsyg.2014.00550 |
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author | Engel de Abreu, Pascale M. J. Abreu, Neander Nikaedo, Carolina C. Puglisi, Marina L. Tourinho, Carlos J. Miranda, Mônica C. Befi-Lopes, Debora M. Bueno, Orlando F. A. Martin, Romain |
author_facet | Engel de Abreu, Pascale M. J. Abreu, Neander Nikaedo, Carolina C. Puglisi, Marina L. Tourinho, Carlos J. Miranda, Mônica C. Befi-Lopes, Debora M. Bueno, Orlando F. A. Martin, Romain |
author_sort | Engel de Abreu, Pascale M. J. |
collection | PubMed |
description | This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled “Working Memory/Cognitive Flexibility,” “Interference Suppression,” “Selective Attention,” and “Response Inhibition.” Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement. |
format | Online Article Text |
id | pubmed-4050967 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-40509672014-06-23 Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers” Engel de Abreu, Pascale M. J. Abreu, Neander Nikaedo, Carolina C. Puglisi, Marina L. Tourinho, Carlos J. Miranda, Mônica C. Befi-Lopes, Debora M. Bueno, Orlando F. A. Martin, Romain Front Psychol Psychology This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled “Working Memory/Cognitive Flexibility,” “Interference Suppression,” “Selective Attention,” and “Response Inhibition.” Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement. Frontiers Media S.A. 2014-06-10 /pmc/articles/PMC4050967/ /pubmed/24959155 http://dx.doi.org/10.3389/fpsyg.2014.00550 Text en Copyright © 2014 Engel de Abreu, Abreu, Nikaedo, Puglisi, Tourinho, Miranda, Befi-Lopes, Bueno and Martin. http://creativecommons.org/licenses/by/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Engel de Abreu, Pascale M. J. Abreu, Neander Nikaedo, Carolina C. Puglisi, Marina L. Tourinho, Carlos J. Miranda, Mônica C. Befi-Lopes, Debora M. Bueno, Orlando F. A. Martin, Romain Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers” |
title | Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers” |
title_full | Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers” |
title_fullStr | Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers” |
title_full_unstemmed | Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers” |
title_short | Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers” |
title_sort | executive functioning and reading achievement in school: a study of brazilian children assessed by their teachers as “poor readers” |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4050967/ https://www.ncbi.nlm.nih.gov/pubmed/24959155 http://dx.doi.org/10.3389/fpsyg.2014.00550 |
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