Domain-general and reading-specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2024-01-29 DOI:10.1111/1467-9817.12446

José-Pablo Escobar, Alejandra Meneses, Evelyn Hugo, Ana Taboada Barber, Maximiliano Montenegro

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引用次数: 0

Abstract

Background

Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students.

Methods

A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain-general and reading-specific cognitive flexibility, academic vocabulary and science reading comprehension.

Results

The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain-specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain-general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6.

Conclusions

These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed.

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领域一般认知灵活性和阅读特定认知灵活性及其与其他执行功能的关系：对科学文本阅读理解的贡献

认知和语言因素已被纳入解释阅读理解的模型中，超越了经典的阅读模型。本研究探讨了执行功能（主要是领域一般认知灵活性和阅读特定认知灵活性）对单语种西班牙语高年级小学生阅读理解科普文章的贡献。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.