Abstract

TOLENTINO, Rodolfo E.; RODRIGUEZ CUYA, Rosa Silveria  and  BERNABLE, Lourdes Azucena de la Cruz. Executive functions and reading comprehension in primary school students in Lima - Perú. Revista de Psicologia [online]. 2023, n.30, pp.29-44. ISSN 2223-3032.  https://doi.org/10.53287/poxk6073sr39n.

Executive functions and reading comprehension correspond to topics little studied from their associative elements. In particular, the first variable, from primary education, is not a subject that has required a broad level of deepening. In this way, primary education students acquire various strategies throughout their training, so it is expected that in the IV cycle of EBR they will be able to use them for the development of various capacities such as understanding texts. This situation has determined that the relationship between two research variables be described in order to take educational action in this particular study group. The correlational scope, within the quantitative, has served so that, with the application of two instruments: an EFECO Scale and an ACL-4 Reading Comprehension Assessment applied to 110 students of 4th grade of primary education. It was concluded that there is no relationship (p ≥ 0.05) between them. This is statistically significant with a p-value = -0.077. In this sense, the students, although they receive the learning of the strategies of the executive functions as part of the development of the teacher's sessions, these are not related to the development of their reading competence due to the little encouragement they receive.

Keywords : Executive functions; Comprehension; Reading; Education; Learning.

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