Relationship between the executive functions, fluency and reading comprehension in students with learning difficulties
Keywords:
Neuropsychology, Comprehension, Reading, Executive FunctionAbstract
The aim of this research was to investigate the relationship between the executive functions (EFs) and performance in fluency and reading comprehension of students with learning difficulties. Participated twenty-nine students, 20 boys and 9 girls, attending the 3rd to 9th grade of elementary school, average age of 11,79 (SD=2,23), selected among patients who underwent neuropsychological assessment in Learning Disabilities Out-patient Clinic (Hospital de Clínicas - UNICAMP) and Center for Research on Attention and Learning (CIAPRE). The instruments used were: working memory index, digit span (indirect order), letter-number sequencing, Corsi block-tapping task, trail making test, Stroop color-word test, verbal fluency test, Tower of London, text “A coisa” and Cloze test. Data were analyzed by SPSS 21.0. The results showed significant correlations between the scores of instruments ranging from moderate to high. The highest performance in reading comprehension correlations occurred with inhibitory control, working memory and verbal fluency. It is possible to infer that the EFs contribute to the strategic and metacognitive reading, and further studies may investigate the predictive value of EFs for comprehension.
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Copyright (c) 2016 Evelyn Budal Porto Bovo, Ricardo Franco de Lima, Fernanda Caroline Pinto da Silva, Sylvia Maria Ciasca
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