Exploring the relation between reading comprehension and executive functions:Does the level of reading comprehension test matter?

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dc.article.number102193
dc.catalogadorgrr
dc.contributor.authorEscobar Torres, José Pablo
dc.contributor.authorEspinoza Velasco, María Victoria
dc.contributor.authorValle Castro, Marcelo Eduardo
dc.date.accessioned2025-12-10T19:41:50Z
dc.date.available2025-12-10T19:41:50Z
dc.date.issued2025
dc.description.abstractBackground: 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.
dc.description.funderANID/Fondecyt Iniciación; Folio: 11230143
dc.format.extent9 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1016/j.learninstruc.2025.102193
dc.identifier.eissn0717-6996
dc.identifier.issn0959-4752
dc.identifier.scopusidSCOPUS_ID:105010959411
dc.identifier.urihttps://doi.org/10.1016/j.learninstruc.2025.102193
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107346
dc.identifier.wosidWOS:001608065200001
dc.information.autorucEscuela de Psicología; Escobar Torres, José Pablo; 0000-0001-9749-0285; 181392
dc.information.autorucEscuela de Psicología; Espinoza Velasco, María Victoria; 0000-0001-9462-1139; 119100
dc.information.autorucEscuela de Psicología; Valle Castro, Marcelo Eduardo; S/I; 1068187
dc.language.isoen
dc.nota.accesocontenido parcial
dc.revistaLearning and Instruction
dc.rightsacceso restringido
dc.subjectReading comprehension
dc.subjectExecutive functions
dc.subjectWorking memory
dc.subjectInhibition
dc.subjectCognitive flexibility
dc.subject.ddc150
dc.titleExploring the relation between reading comprehension and executive functions:Does the level of reading comprehension test matter?
dc.typeartículo
dc.volumen99
sipa.codpersvinculados181392
sipa.codpersvinculados119100
sipa.codpersvinculados1068187
sipa.indexScopus
sipa.trazabilidadWOS-SCOPUS;2025-11-30
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