Browsing by Author "Escobar Torres, José Pablo"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Construcción y validación de una prueba de evaluación de competencia lectora inicial basada en computador
    (2011) Rosas Díaz, Ricardo; Medina Morales, Lorena; Meneses, Alejandra; Guajardo Vergara, Alejandra Paz; Cuchacovich Francos, Stephanie; Escobar Torres, José Pablo
    En el contexto de la situación lectora en Chile, y dada la necesidad de contar con instrumentos fiables que permitan la evaluación de la lectura, especialmente en los niveles iniciales de su aprendizaje, este estudio tiene el objetivo de validar una prueba de evaluación de la competencia lectora inicial basada en computador. Se utilizó una muestra de 527 niños estratificada por género, nivel socioeconómico y nivel escolar de tres escuelas de la Región Metropolitana de Santiago; los participantes fueron evaluados mediante las pruebas ABCDeti, CLP, SEPA-SEP y categorizados según su desempeño lector de acuerdo al criterio del profesor. Los resultados muestran que la prueba posee un alpha de Crombach de .961. Se encontraron, además, indicadores de confiabilidad aceptables por dimensiones y niveles escolares pertinentes; una correlación moderada con la prueba SEPA-SEP (r=.447), y evidencia consistente de discriminación con el criterio del desempeño lector según el profesor. Su estructura factorial por nivel escolar es pertinente y concordante con la evidencia empírica. En su conjunto, la evidencia presentada permite sostener la validez y confiabilidad de la prueba ABCDeti, demostrando así ser un instrumento robusto para la evaluación de la competencia lectora de prekínder a cuarto básico.
  • No Thumbnail Available
    Item
    ¿Cuán transparente es nuestra ortografía castellana?
    (2014) Bravo Valdivieso, Alfonso Luis; Escobar Torres, José Pablo
    This special issue is devoted to the study of reading and writing in Spanish focusing on their particularities from the perspective of its orthographic depth. Research has exposed the role characteristics from different orthographic systems play, explaining how reading and writing are learned and the cognitive processes involved in those learning processes. Through their research and reflection the various Latin American authors - and a special contribution by a Finnish author - describe the differences in reading processes in transparent orthographic systems as well as the future direction the study of reading may take from the perspective of their orthographic qualities.
  • Thumbnail Image
    Item
    Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions: contributions to science text reading comprehension
    (2024) Escobar Torres, José Pablo; Meneses, Alejandra; Hugo Rojas, Evelyn Susana; Taboada Barber, Ana; Montenegro Maggio, Maximiliano José
    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.
  • Thumbnail Image
    Item
    Evaluating the rapid automatized naming and arithmetical fluency relationship in Chilean first grade students
    (2021) Escobar Torres, José Pablo; Porflitt Becerra, Felipe Ignacio; Ceric, Francisco
    Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This study explores the relationship between RAN, counting and arithmetic fluency in Chilean first graders. A total of 102 participants were evaluated with RAN letters, phonological awareness, counting, arithmetical fluency, inhibition and verbal working memory. Results show moderate correlations between RAN and counting with arithmetical fluency. After controlling for the effect of all the variables, RAN still explains a significant variance of arithmetical fluency. Although the nature of the relationship between RAN and arithmetical fluency is multi-componential, our results only confirm the role of working memory when simultaneous counting is considered in the model. Therefore, RAN is not only an important cognitive variable related to reading processes but also a key one for mathematical skills, especially when they involve a fluency component.
  • No Thumbnail Available
    Item
    Exploring the relation between reading comprehension and executive functions:Does the level of reading comprehension test matter?
    (2025) Escobar Torres, José Pablo; Espinoza Velasco, María Victoria; Valle Castro, Marcelo Eduardo
    Background: Contemporary models for explaining reading comprehension add additional variables such as executive functions to explain students’ performance. Executive functions are a set of cognitive skills that enable individuals to plan, organize, and regulate their behavior to achieve goals. The relation between executive functions and reading comprehension is not conclusive and results can partly be explained depending on the level at which reading comprehension is assessed.Aim: This study examines the magnitude of the relation between executive functions components and different levels of reading comprehension. Sample: Participants were 395 Chilean fourth grade students. Method: Executive functions were assessed through tasks of inhibition, working memory and cognitive flexibility, as well as reading comprehension at the level of words, sentences and texts.Results: Regression analysis shows that the amount of variance explained by executive functions increases with the complexity of the reading comprehension level. Comparatively, the executive components model accounts for the most variance in reading comprehension at the text level. Inhibition, working memory and flexibility share significant variance with all levels of reading comprehension. Conclusions: The results suggest that the level of complexity of the reading comprehension task used determines the effect of executive functions in explaining this relation, with inhibition and working memory being the executive component that shares the most variance across all comprehension levels tested.