Incidence of Executive Processes on Reading Comprehension Performance in Adolescents.

SILVINA DEMAGISTRI; MARIA MARTA RICHARD´S; LORENA CANET JURIC

ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY

Universidad de Almería

Año: 2014 vol. 12 p. 343 - 370

1696-2095

Introduction. Reading comprehension is a complex cognitive skill that has been associated with executive functions such as working memory (WM) and inhibition. Given that the development of these abilities continues through late adolescence, this study seeks to explore the role that both processes play with respect to varying levels of reading comprehension performance in adolescents in two age groups. Method.  We evaluated performance in the comprehension of texts, WM, inhibition, reading fluency and verbal skills in 104 adolescents (12/13 years of age n= 53; 17/18 years of age n= 51). Results. We found that reading comprehension performance, WM and inhibition increased significantly with age. Further, a partial correlation showed that reading comprehension is associated with: verbal skills, WM and inhibition. Lastly, group difference testing indicates that students with high and low comprehension performance differ significantly in verbal skills and executive functioning in the 12/13 age group. In the 17/18 age group, however, they only differed significantly in terms of verbal skills. Conclusion. Reading comprehension, WM and inhibition improve during adolescence. However, the relationship among these abilities differs by age group.